Training Package Implementation Project. Assessment models to support the implementation of:

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1 Training Package Implementation Project Assessment models to support the implementation of: 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21939VIC Certificate III in ESL (Further Study) 21937VIC Certificate IV in ESL (Employment/Professional) Version 1 February 2010

2 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21939VIC Certificate III in ESL (Further Study) 21937VIC Certificate IV in ESL (Employment/Professional) Published by the Department of Innovation, Industry and Regional Development, Victoria State of Victoria 2010 This work is copyright. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgement of the source. Apart from any use permitted under the Copyright Act 1968, it is not to be used for commercial use or sale. Requests for other use should be addressed to the: Department of Innovation, Industry and Regional Development Skills Victoria Executive Director, Training Operations Division PO Box 266D MELBOURNE VIC 3001 This document is available under a Free for Education licence for educational purposes see In addition to the disclaimer contained on the Training Support Network website, Registered Training Organisations are reminded that under the Australian Quality Training Framework they are required to ensure that resources they use comply with the endorsed components of the Training Package and/or accredited curricula. Version 1, Last updated 16 February 2010 Page 2

3 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21939VIC Certificate III in ESL (Further Study) 21937VIC Certificate IV in ESL (Employment/Professional) Assessment models Category/type of resource Assessment and / or Recognition Processes Purpose This resource provides sample assessment tools to support the implementation of: 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21939VIC Certificate III in ESL (Further Study) 21937VIC Certificate IV in ESL (Employment/Professional) Audience The intended audience for this resource is ESL teachers and Program Co-ordinators across a variety of adult ESL delivery settings. How to use This resource should be used in conjunction with the 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21932VIC Certificate I in ESL (Access) 21933VIC Certificate I in ESL (Access) 21934VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21935VIC Certificate III in ESL (Employment) 21937VIC Certificate IV in ESL (Employment/Professional) 21939VIC Certificate III in ESL (Further Study) 21940VIC Certificate IV in ESL (Further Study) in developing assessment tools for gathering evidence and recording learner s performance. The 10 qualifications in the curriculum are also commonly known collectively as the ESL Framework. Acknowledgements This resource has been developed as part of the Training Package Implementation Project. The project is sponsored and funded by Skills Victoria. Skills Victoria wishes to acknowledge the many individuals, groups and organisations that contributed to the development of this product, including members of the ESL Framework Advisory Group. Special thanks go to Stav Touranakos, Jodie Young, and Fiona Xaiz from Chisholm Institute and Lynne Fitzpatrick from Communication in Education & Training P/L. Version 1, Last updated 16 February 2010 Page 3

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5 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21939VIC Certificate III in ESL (Further Study) 21937VIC Certificate IV in ESL (Employment/Professional) Table of Contents Introduction to Assessment... 8 Incorporating Principles of Assessment... 8 Formative and Summative Assessment... 8 What is an Assessment Tool? Developing Assessment tools Validation and Moderation Example 1: Sample Assessment Tool VIC Course in ESL Instructions for the Assessor Letter Poster / Sign Guidelines for the Assessor Competency Mapping Example 2: Sample Assessment Tool VIC Certificate I in ESL (Access) Instructions for the Assessor Teacher Interview Guidelines Teacher Interview Record My Learning Plan (scribed by the teacher) Guidelines for the Assessor Competency Mapping Example 3: Sample Assessment Tool VIC Certificate II in ESL (Employment) Instructions for the Assessor Instructions for the Learner Conversations in a Retail Setting Student Planning Sheet Assessment Tool Peer Assessment Sheet Assessor Observation Record Competency Mapping Example 4: Sample Assessment Tool VIC Certificate III in ESL (Further Study) Instructions for the Assessor Instructions for the Learner Sample Text Version 1, Last updated 16 February 2010 Page 5

6 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21939VIC Certificate III in ESL (Further Study) 21937VIC Certificate IV in ESL (Employment/Professional) Reading Journal Record Writing Task Student Writing Review Checklist Assessor Feedback Sheet Guidelines for the Assessor Competency Mapping Example 5: Assessment Tool VIC Certificate IV in ESL (Employment/Professional) Instructions for the Assessor Instructions for the Learner Listening to an Oral Text Oral Questions for Listening Task Presentation Presentation Self Assessment Checklist Peer Feedback Sheet Assessor Feedback Sheet Guidelines for the Assessor Record of Evidence Competency Mapping Appendix 1 Structure of a unit Appendix 2 Checklist Developing Assessment Tools Appendix 3 Assessment Tool Validation Checklist Appendix 4 Assessment Tool Competency Mapping Appendix 5 Comparison of cluster units for Example 3: 21945VIC Certificate II in ESL-Employment References Version 1, Last updated 16 February 2010 Page 6

7 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21939VIC Certificate III in ESL (Further Study) 21937VIC Certificate IV in ESL (Employment/Professional) Introduction This resource offers examples of assessment tools for units from the following qualifications: Example 1: 21938VIC Course in ESL Example 2: 21936VIC Certificate I in ESL (Access) Example 3: 21945VIC Certificate II in ESL (Employment) Example 4: 21939VIC Certificate III in ESL (Further Study) Example 5: 21937VIC Certificate IV in ESL (Employment/Professional). The assessment tools are designed to assist teachers/assessors in assessing competence and recording results. The guide also describes the process for the development of a range of tools. This will enable practitioners to adapt or create new tools for specific learner groups and teaching contexts. This resource may be used in conjunction with any of the following qualifications in developing assessment tools: 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21932VIC Certificate II in ESL (Access) 21933VIC Certificate III in ESL (Access) 21934VIC Certificate IV in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21935VIC Certificate III in ESL (Employment) 21937VIC Certificate IV in ESL (Employment / Professional) 21939VIC Certificate III in ESL (Further Study) 21940VIC Certificate IV in ESL (Further Study) These qualifications are combined in one document which is available to download from The 10 qualifications in the curriculum are also commonly known collectively as the ESL Framework Version 1, Last updated 16 February 2010 Page 7

8 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21939VIC Certificate III in ESL (Further Study) 21937VIC Certificate IV in ESL (Employment/Professional) Introduction to Assessment Incorporating Principles of Assessment In creating assessment tools you must ensure that the principles of assessment are met. This ensures good practice but also meets AQTF requirements. The principles of assessment require that assessment is valid, reliable, flexible and fair. Valid the assessment outcome needs to be supported by the evidence gathered Reliable that assessment is consistent and accurate, regardless of the assessor conducting the assessment Flexible the assessment procedure enables reasonable adjustments to be made (for example, timing) Fair that assessment is equitable for all candidates You must also ensure that the assessment meets the rules of evidence. To meet these rules, evidence must be: Valid, for example, assessing the elements to the standard identified in the performance criteria, reflecting the skills and knowledge described in the unit of competency, showing application in the context described in the range statement Current, for example, demonstrate the candidate s current skills and knowledge Sufficient, for example, demonstrate competence over a period of time, demonstrate repeatable competence Authentic, for example, be the work of the learner, be corroborated/verified For further discussion of these terms and how they apply in an ESL context please refer to Section B: Course Information of the curriculum document (pages 62-63). Formative and Summative Assessment Assessment can be very broadly divided into two categories, according to the nature and purpose of the assessment formative and summative assessment. Formative assessment has the primary concern of teaching and learning. This type of assessment occurs throughout the course of study and is often informal in nature. It includes activities such as talking to learners about their work or monitoring and providing feedback on practice tasks. Formative assessments are used to provide the student with feedback on their performance so the learner can improve their skills, and to provide teachers with information so they can tailor their future instruction to student needs. Formative assessment may or may not contribute towards the final assessment; where it does, the student should be informed. Version 1, Last updated 16 February 2010 Page 8

9 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21939VIC Certificate III in ESL (Further Study) 21937VIC Certificate IV in ESL (Employment/Professional) Summative assessment, on the other hand, is about providing outcomes showing student competency. Summative assessment occurs at the end of the teaching and learning phase and is used for recording results. In an ESL context, formative assessment has a critical role to play in a student s skill development, since for many students the only time they will practise their English language skills will be in a classroom setting, and it may be the only situation in which they receive specific feedback on their use of language. Students need sufficient opportunities to practise what they are learning, to reflect on teacher feedback and also have occasion for peer and self-reflection. Summative assessment should only occur after this process, and learners need to be aware when the task/activity they are undertaking is intended for final assessment and reporting of their learning. Version 1, Last updated 16 February 2010 Page 9

10 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21939VIC Certificate III in ESL (Further Study) 21937VIC Certificate IV in ESL (Employment/Professional) What is an Assessment Tool? The term Assessment Tool is used to describe the instruments and procedures for gathering, recording and evaluating evidence of learner performance. Instruments may include the activities, questions and assessor guidelines to rate performance. Procedures may include information and instructions given to the assessor and learner relating to the set up of the task/activity, how it is administered and how evidence is to be recorded. TOOLS INSTRUMENTS PROCEDURES Task Assessor Guidelines Instructions to Learners Instructions to Assessors In accordance with AQTF Essential Standards for Registration, an assessment tool includes: The learning or competency units to be assessed; The target group, context and conditions for the assessment; The task to be administered to the candidate; An outline of the evidence to be gathered from the candidate The evidence criteria used to judge the quality of performance (i.e. the assessment decision making rules:; as well as\ The administration, recording and reporting requirements Version 1, Last updated 16 February 2010 Page 10

11 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21939VIC Certificate III in ESL (Further Study) 21937VIC Certificate IV in ESL (Employment/Professional) Developing Assessment tools Teachers/assessors need a comprehensive suite of assessment tools in order to assess, record and validate their learner s performance according to the requirements of the curriculum. In developing effective assessment tools, a practitioner needs to have a thorough understanding of the unit/s they are assessing and the target learner group. This section of the guide outlines a suggested process to assist you to develop assessment tools. The process involves a number of steps: Select the Unit /s Analyse the Unit/s Select the resources / activities Select Methods of Assessment Develop the Assessment tools Validate the tools Version 1, Last updated 16 February 2010 Page 11

12 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21939VIC Certificate III in ESL (Further Study) 21937VIC Certificate IV in ESL (Employment/Professional) 1. Select the unit/s for which you are developing the assessment tool. 2. Analyse the unit/s Once the units to be delivered and assessed have been identified, careful analysis of the units must take place. Refer to Appendix 1 - Structure of a unit for an explanation of the key components of a unit. Try to envisage what a competent person would be able to do. In planning for delivery and assessment, consider these questions: Questions Action 1. What is the unit about? Read the unit descriptor. This will give you a broad idea of the language focus and level your assessments will need to cover. 2a. What do learners need to demonstrate? 2b. What is the required level of performance? 2c. What else must I use to make a judgement of learner performance? 3a. What do I need to assess and document? 3b. What are the critical aspects for assessment and evidence required to demonstrate competency in this unit? 3c. What methods of assessment will enable the appropriate collection of evidence? Read the Elements and Performance Criteria of the unit. A learner needs to meet all the Elements to be assessed as competent in a unit. Your assessment tools must address the Performance Criteria, which outline the standard required to demonstrate achievement of the Element. These need to be contextualised and linked to the task. Refer also to the Required Skills and Knowledge of the unit. This information informs the development of your assessment tool and guides you to make a judgement of learner performance. Check the Range Statement of the unit. This outlines supplementary information in interpreting the Performance Criteria. Refer to the Evidence Guide. This contains crucial information on assessment, such as the evidence required to demonstrate competence and the context in which assessment should take place. It also provides advice on appropriate methods of assessment which will provide you with guidance in formulating tools. This must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge and the Range Statement. 3. Select resources / activities Version 1, Last updated 16 February 2010 Page 12

13 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21939VIC Certificate III in ESL (Further Study) 21937VIC Certificate IV in ESL (Employment/Professional) 4. Select methods of assessment Steps 3 and 4 include making decisions about the activities to be undertaken, resources to be used in the assessment and methods of assessment to be used to collect the evidence required. 5. Develop the assessment tools The following components should be included: 1. The context 2. Information to be provided to the candidate: instructions, and information on what participants will be assessed on. These need to be explicitly explained so learners understand how and under what conditions they will be assessed. Consider these points: students must be informed as to the context, purpose and conditions of the assessment a variety of assessment methods can be used to cater for various learning styles, for example, observation and self-assessment ensure the assessment is not introducing anything new 3. Evidence to be collected 4. Instructions to assessor on how to make a judgement 5. Materials/resources required 6. Recording requirements: Developing the recording tools this includes the evidence-gathering documentation In developing resources for recording assessment a teacher/assessor must ensure the following are included: assessment date student name units/elements being assessed knowledge/skills to be assessed assessment methods used evidence gathered feedback provided result of assessment - achieved or not yet competent, for example. Qualitative feedback should also be provided. teacher/assessor name. Version 1, Last updated 16 February 2010 Page 13

14 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21939VIC Certificate III in ESL (Further Study) 21937VIC Certificate IV in ESL (Employment/Professional) 6. Validate the tools Validation of assessment tools is a quality review process. It involves checking that the assessment tools will produce the required evidence and that the requirements of the unit have been met. The Competency Mapping Tool in Appendix 4 assists assessors with mapping the key components in their task to the unit/s of competency to demonstrate content validity. Consider the following: review assessment to ensure it is: valid (does it address the key performance criteria) and sufficient (does it allow the learner to demonstrate competence over time) Validation and Moderation Assessment validation is defined as: a process for ensuring that the way a unit of competency or group of units is assessed, and the evidence collected through these assessments, is consistent with the requirements of the unit or group of units of competency and of industry. It includes validating the assessment process, the assessment tools and instruments, the evidence collected using tools and instruments, and the interpretation of that evidence to make a judgement of competence in relation to the same unit(s) of competency. Validation may be undertaken before, during and after the actual assessment activity occurs and may include both formative and summative assessment. The latter includes assessment for the purpose of granting RPL. (Source: AQTF 2007 Users Guide to the Essential Standards for Registration, p.51) Assessment validation includes, but goes beyond, assessment moderation which is defined as: a process which involves assessors in discussing and reaching agreement about assessment processes and outcomes in a particular industry or industry sector. It enables assessors to develop a shared understanding of the requirements of specific Training Packages, including the relevant competency standards and assessment guidelines, the nature of evidence, how evidence is collected and the basis on which assessment decisions are made. (Source: TAA04 Training and Assessment Training Package Glossary of Terms) Moderation is the process of bringing assessment judgements and standards into alignment. It is a process that ensures that the same standards are applied to all assessment results within the same units/s of competency. (Source National Quality Council 2009 Implementation Guide: Validation and Moderation) Version 1, Last updated 16 February 2010 Page 14

15 21938VIC Course in ESL VPAU492 Read and write short, basic factual texts Example 1: Sample Assessment Tool VIC Course in ESL VPAU492 Read and write short, basic factual texts Introduction This assessment tool has been designed to assist you in assessing competence and recording assessment results for VPAU492 Read and write short, basic factual texts. The focus of this unit is to develop basic reading and writing skills using familiar factual texts for immediate personal needs. The application of these skills can be related to community, education or workplace contexts. Universal themes such as shopping, family, the weather and situations such as appointments, may make the learning program more interesting and relevant for the learners. To demonstrate competency in this unit a learner must complete short guided texts, follow basic instructions and select and copy simple information. They must also demonstrate the ability to use visual clues, text features and previous experience to interpret written instructions. Learner s performance also needs to satisfy the Required Skills and Knowledge as outlined in the unit. Learner Group The ESL learners undertaking this course will usually have little or no formal learning experiences and very basic language and numeracy skills. Students will be working towards the partial achievement of Reading and Writing ISLPR level 1/ACSF level 1. Assessment methods In this example, the assessment methods used to collect different types of evidence are: verbal questioning to establish understanding of information and key vocabulary in texts review of a completed form Evidence of competence for this unit should be gathered on a number of occasions over a period of time, using a range of familiar and meaningful contexts. Therefore other assessment activities would need to be used to collect additional evidence. Advice to teachers Learners at this level will require a number of scaffolding techniques to support them in their language acquisition. Teachers/assessors are advised to simplify and model the language in short, familiar and meaningful texts. Providing demonstrations and language models is necessary for learners who may not have had previous experience with the tasks presented. Working in pairs or in small groups may also be beneficial especially when learners are paired with students who have stronger English language skills. Activities at this level should be geared to completing tasks with familiar language rather Version 1, Last updated 16 February 2010 Page 15

16 21938VIC Course in ESL VPAU492 Read and write short, basic factual texts than generating new language. The use of visual aids is important for enhancing understanding and presenting information. To be competent in this unit, a student should be given ample opportunity to provide answers. Teachers/assessors may need to re-phrase questions or provide model answers when assessing students. Assessment Tool Sample This assessment tool is made up of the following components: Guidelines for the Assessor o instructions on administering and assessing the task. Each student should be given the opportunity to work with the assessor one-on-one. This tool is for teacher/assessor use. o Recording sheet which includes verbal questions and guidance as to what the assessor needs to consider to make a judgment o Employability skills advice Sample task this example requires the students to: o Read a letter that a prospective ESL student may receive outlining details of their study times and containing some simple instructions. o Respond verbally to questions about the letter o Follow written instructions about attendance at a class o Complete a basic form with personal details o Copy some information from a poster Preliminary activities which can support this task may include: Reading/understanding days and dates Telling the time Form filling Reading timetables Reading letters Competency Mapping - this demonstrates the content validity of the assessment tool by indicating how the unit requirements have been met in the required activities. Version 1, Last updated 16 February 2010 Page 16

17 21938VIC Course in ESL VPAU492 Read and write short, basic factual texts Instructions for the Assessor 21938VIC Course in ESL VPAU492 Read and write short, basic factual texts Setting up the assessment task Tell the student you will assess their reading and writing for this unit in a number of small assessment tasks. For this assessment there will be some verbal questions about a short document, and some simple writing. Prepare the students with teaching and learning activities similar to the task items. Prepare assessment tools Instructions for the learner to be given verbally Text and writing activity. Assessor guidelines including verbal questions about the text Conducting the assessment 1. All instructions should be given verbally and the assessor should explain that the purpose of the activity is to check the students understanding of a written text and ability to follow instructions. 2. Show the following letter (without the heading) to the student and ask them to read it to themselves and explain that you will then ask them some questions. 3. Allow a reasonable time for the student to read the letter. 4. Ask the questions making notes of responses. 5. Allow time for student to complete the written component of the task. 6. Use the Assessor Recording Sheet to record evidence. Use the Evidence required column to guide judgement. This is based on the Elements and Performance Criteria of the unit, the Required Skills & Knowledge and other requirements of the unit. 7. Note whether the evidence is satisfactory or whether additional evidence is required. 8. Provide verbal feedback to the student on their performance and keep the response sheet on file. Employability Skills Advice Assessors should consider the Employability Skills which are developed through the completion of the task. These are built into the task and not separated out. For example in completing this task the learner may develop the following Employability Skills: Communication e.g. responding to and asking questions about the text Problem solving e.g. telephoning the teacher if can t attend the class Version 1, Last updated 16 February 2010 Page 17

18 21938VIC Course in ESL VPAU492 Read and write short, basic factual texts Letter 21938VIC Course in ESL VPAU492 Read and write short, basic factual texts 300 Davis St, Melbourne, VIC 1 st July, 2010 Dear Student, Thank you for your application for the course: 21938VIC Course in ESL. Your English class will start on Monday, 16 th July. Please go to Building G at 8.30am and go to Room G102. Check the map. Please bring a pen and paper. Do not park in the visitor s car park. This is your timetable: Monday Room G102 Wednesday Room G203 Thursday Room G128 Your teacher s name will be on the noticeboard in the Library tomorrow. Regards B. White (ESL teacher) Fill out this form about you and bring it to class with you. Version 1, Last updated 16 February 2010 Page 18

19 21938VIC Course in ESL VPAU492 Read and write short, basic factual texts PERSONAL INFORMATION PLEASE USE CAPITAL LETTERS Surname: First name: Address: Post code Telephone: ESL COLLEGE MAP SUNNY STREET B C Teacher Car Park BUILDING B - Restaurant BUILDING C Cookery Classrooms BUILDING G English Classrooms LIBRARY DAVIS STREET G Version 1, Last updated 16 February 2010 Page 19

20 21938VIC Course in ESL VPAU492 Read and write short, basic factual texts Poster / Sign 21938VIC Course in ESL Students Teacher: Mr J. Sweeney Contact: Please telephone Mr Sweeney if you can t come to class. Version 1, Last updated 16 February 2010 Page 20

21 21938VIC Course in ESL VPAU492 Read and write short, basic factual texts Guidelines for the Assessor 21938VIC Course in ESL Student name:... VPAU492 Read and write short, basic factual texts Date of assessment:... Question Evidence required Student response Evidence Satisfactory/ additional evidence required What is this? (Element 1) How do you know what this is? can you show me? Who is the letter for? (Element 1) Why did you get this letter? (Element 1) What do you have to do on 16 July? (Element 1) Identifies it as a letter Points to one or two identifying features e.g. signature, address line, Dear, Identifies it as themselves or an imaginary student to start English class Identifies both time and location of class (8.30 am and G102) in text and on map. Check understanding of and that more than one thing needs to be Version 1, Last updated 16 February 2010 Page 21

22 21938VIC Course in ESL VPAU492 Read and write short, basic factual texts 21938VIC Course in ESL Student name:... VPAU492 Read and write short, basic factual texts Date of assessment:... Question Evidence required Student response Evidence Satisfactory/ additional evidence required done - see next question What do you have to bring? (Element 1) What time does the class start? (Element 1) What room will you go to on Thursday? (Element 1) How many mornings will you study? (Element 1) Can you park at the college? (Element 4) Point to the personal information section- What is this part of the letter for? Pen and paper / completed form Identifies date and time correctly Identifies G128 Identifies the correct number of sessions - 2 Shows understanding of Do not Student understands this needs to be filled in and brought to class. Completes form accurately, using left to right, top to bottom orientation and uses capital letters Version 1, Last updated 16 February 2010 Page 22

23 21938VIC Course in ESL VPAU492 Read and write short, basic factual texts 21938VIC Course in ESL Student name:... VPAU492 Read and write short, basic factual texts Date of assessment:... Question Evidence required Student response Evidence Satisfactory/ additional evidence required What does this mean? point to Capital letters Point to map where is the classroom you need to go to? Point to the map and ask student to identify purpose of main Buildings and location of Buildings Show student the poster. Is this important information? Why? Copy the important information Do you have any questions about the letter and the instructions? (rephrase if Student completes form in capital letters Locates room correctly. Accurate responses Student identifies that he/she must let the teacher know if he/she can t attend class. Copies name and telephone number correctly. Details noted in a suitable format and checked for accuracy by the student. Student is able to ask for clarification about an aspect of the Version 1, Last updated 16 February 2010 Page 23

24 21938VIC Course in ESL VPAU492 Read and write short, basic factual texts 21938VIC Course in ESL Student name:... VPAU492 Read and write short, basic factual texts Date of assessment:... Question Evidence required Student response Evidence Satisfactory/ additional necessary to elicit response) Feedback (make a note of verbal feedback given): letter and instructions. evidence required Competent Additional evidence required Recommendations for future training or assessment: Assessor/Teacher name: Assessor signature: Version 1, Last updated 16 February 2010 Page 24

25 21938VIC Course in ESL VPAU492 Read and write short, basic factual texts Competency Mapping This tool is completed by the assessor to demonstrate the content validity of the assessment tool. Unit to be assessed: VPAU492 Read and write short, basic factual texts Steps Component of Task Component of unit of Competency Elements/Performance Criteria Required Skills and Knowledge Range Statements Evidence Guide 1 Read the letter Element 1 (PC 1.1, 1.2) Element 4 (PC 4.1, 4.2, 4.3, 4.4, 4.5) Read basic personal texts Interpret a small number of basic nouns and phrases Respond to a small number of imperatives Interpret basic connectives (and) Simple print based letter which includes: Dates Times Places Oral questioning to establish understanding Follow basic, everyday instructions Interpret numbers for time and dates Locate familiar content words Use supporting visual information 2 Fill out the form Element 3 (PC 3.1, 3.2, 3.3, 3.4) Element 4 (PC 4.1, 4.2, 4.3, 4.4, 4.5) Use the alphabet and common sounds to copy basic words write basic information into appropriate formats Guided text: form Complete short guided text Follow basic, everyday instructions 3 Copy information from a poster Element 2 (PC 2.1, 2.2, 2.3, 2.4) Element 4 (PC 4.1, 4.2, 4.3, 4.4, 4.5) Use the alphabet to copy basic words Copy basic information in appropriate formats copy correctly Appropriate information including: Numbers Letters Select and copy simple information Follow basic, everyday instructions Words Version 1, Last updated 16 February 2010 Page 25

26 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Example 2: Sample Assessment Tool VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Introduction This assessment tool has been designed to assist in assessing competence and recording assessment results for VPAU501 Plan language learning with support and VPAU493 Participate in short simple exchanges Assessment should confirm that the learner meets the requirements of VPAU501 and, in particular, is able to: identify and document current skills with a support person plan future skills development with a support person assemble a portfolio of completed work samples participate in the learning process and monitor the learning plan Assessment should confirm that the student meets the requirements of VPAU493 and, in particular, is able to: use and respond to simple spoken English on a limited range of familiar topics, in simple face-to-face conversations with one other person initiate and conclude a conversation on a limited range of familiar topics use strategies to get the interlocutor to repeat or explain words and phrases make and respond to simple requests. Learner group Learners working towards Certificate I in ESL Access will have been assessed as having language skills at an ISLPR 1 / Not Yet At ACSF 1. Students at this level may typically have little or no formal educational experience. The focus of the program is on the development of initial level English language skills to enable learners to later make the transition to community participation, work or further study and training. The learning plan unit is designed to allow students to begin the process of short-term and long-term goal setting in the context of recognising immediate language learning needs. Students may show a beginning understanding of the application of those goals into a community, employment or study context. Advice for teachers A range of assessment strategies or options should be considered to suit the needs of the learner. At this level the learner may need support in discussions and transactions, even for familiar topics and contexts, and will be relying heavily on a sympathetic interlocutor. They may need extended time to clarify learning goals, as for many students thinking formally about their learning will be a new experience, especially for those students who have not had formal education. They may exhibit a high level of dependence on the teacher for guidance and support. Version 1, Last updated 16 February 2010 Page 26

27 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Integrated assessment An holistic approach to the teaching and assessment of the macro skills of reading, writing, listening and speaking may be adopted. An integrated assessment activity is designed to collect evidence for a number of units, rather than designing one assessment activity for individual units. It is essential when integrating assessment that evidence is gathered to meet the performance criteria for each unit involved, and that achievement is identified and recorded for each individual unit. Assessment tool sample This assessment tool consists of the following components: Guidelines for the assessor o instructions on administering and assessing the task. Each student should be given the opportunity to work with the assessor one-on-one. This tool is for teacher/assessor use. o Recording sheet which includes verbal questions and guidance as to what the assessor needs to consider to make a judgment o Employability skills advice. Instructions for the learner these should be provided to the learner at the commencement of the unit and discussed with them to ensure the learner has a clear understanding of how they will be assessed. At this level instructions need to be presented clearly and in language that is accessible to the student. Instructions for most tasks will be verbal and modelled, however students should have a written record of assessment criteria and timelines. Sample task- this example requires the students to: o attend 3 interviews with their teacher o develop and review a learning plan o keep a portfolio of work samples. Teacher interview record - this will facilitate the development and review of the learning plan and provide documentary evidence as to student progress. Student quotes taken from the interview can also be used to as evidence to assess VPAU493. The first interview should be conducted early in the unit, with the review interview at an appropriate point later in the unit. Employability Skills related to this example have also been noted. Competency Mapping - this has been completed to demonstrate the content validity of the assessment tool. Version 1, Last updated 16 February 2010 Page 27

28 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Instructions for the Assessor 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Setting up the assessment task Tell the students that this assessment task will take place over the learning period. For this assessment, they will be working with their teacher to develop a learning plan for their English language skills. They will meet with the teacher one time to develop the plan and then two times to see how it is working. Their teacher will also be assessing their speaking and listening skills at the same time. Prepare the students by discussing reasons for learning English, and the reasons why it is important to have a plan. Prepare assessment tools 1. Instructions to students about the assessment task, to be given verbally 2. Assessor guidelines for the interviews and the portfolio 3. Planning sheet for students to be scribed by the teacher/support person Conducting the assessment 1. Emphasise what is being assessed and what is not being assessed. Tell the students they will be assessed on the following: o Exchanging greetings and personal information o Making and responding to simple requests and inquiries o Clarifying language goals o Discussing and agreeing on individual learning plan o Preparing a portfolio of completed work samples o Monitoring the learning plan. 2. Tell students what support is available to them: access to teacher/support person; computer. 3. Conduct the interviews and support students by scribing the Learning Plan. 4. Use the recording sheet to record evidence. Use the Evidence required column to guide judgement. Note whether the evidence is satisfactory or whether additional evidence is required. Provide feedback to the student. 5. Allow students time to arrange evidence for the portfolio as appropriate in preparation for each interview. Note whether the evidence is satisfactory or whether additional evidence is required. Provide feedback to the student. Version 1, Last updated 16 February 2010 Page 28

29 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Employability Skills Advice Assessors should consider the Employability Skills which are developed through the completion of the task. These are built into the task and not separated out. For example in completing this task the learner may develop the following Employability Skills: Communication Problem Solving Exchange greetings and personal information. Draw on use of body language to communicate. Identify types of evidence for portfolio and successful strategies to achieve goals with support person/s. Initiative and Enterprise Respond to different learning environments. Planning and Organising Follow processes to develop a learning plan with a support person, monitor and adapt the learning plan, collect evidence for a portfolio and maintain the portfolio with support of the teacher / supervisor, or other support person. Organise required learning materials and resources. Self-management Manage own portfolio with support and monitor progress of language learning plan with a support person/s. Manage own learning resources. Version 1, Last updated 16 February 2010 Page 29

30 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Instructions for the Learner Certificate I in ESL (Access) VPAU501 - Plan language learning with support VPAU493 Participate in short simple exchanges Course Title and Unit title to be assessed MY LEARNING PLAN For this assessment you are going to discuss and plan your learning with your teacher s help. You have 3 tasks: 1. Develop a learning plan with your teacher (1 Interview) 2. Keep a portfolio (collection) of your learning activities 3. Review your learning plan with your teacher (2 Interviews) Task description and instructions Some of the classroom learning activities to help you successfully complete this assessment will be: talk about learning English find out how you like to learn English and when you need to use English talk to the teacher to make some learning goals You will complete these activities in class. There will be three interviews with your teacher, one at the beginning when you have completed classroom activities, one in the middle and one at the end of the course. Timeframe for assessment Activities supporting the task Version 1, Last updated 16 February 2010 Page 30

31 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Use the following 5 sample activities to elicit responses from the learner during the interview. Talk about the times you need to use English at the shops at the doctor looking for a job for my children's school on the telephone watching TV meeting friends and neighbours reading reading the mail When do YOU need English? Version 1, Last updated 16 February 2010 Page 31

32 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Tick Yes or No How do you learn English? In class, do you like to: study in a group yes no study in a pair yes no study by myself yes no practise speaking yes no listen to the teacher yes no listen to a CD yes no read stories and information yes no write yes no study some grammar yes no use the computer yes no The thing I like to do best in class is The thing I need most in class is Version 1, Last updated 16 February 2010 Page 32

33 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges How do you learn English? When you are not in class, how do you practise English? How often do you... Many times Sometimes Never watch TV (English) go to the library read a magazine or local paper listen to the radio use the Internet for English talk to friends / neighbours in English do some homework Choose two things you can do to practise English. Write them here: Version 1, Last updated 16 February 2010 Page 33

34 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges (This can be used as self-assessment and as a discussion activity.) My skills in English I can do this I can do this with some help I can't do this at all I don't need to do this make an appointment fill out a form buy a train ticket talk to my child's teacher listen to the weather listen to the news read and pay a bill read a bus or train timetable write a note to child's teacher read a school notice borrow from the library read a recipe (cooking) read a magazine or local paper use an ATM (banking) read a Centrelink letter in the classroom keep my folder organised come to class everyday come to class on time listen and do work in a group ask for help if I need it Version 1, Last updated 16 February 2010 Page 34

35 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges (This will help review the Learning Plan and can be included in your portfolio) Learning Diary Talk to your teacher about your classes this week: Write down something you learned or practised for each skill. Then tick () the box to show how you feel about your learning: Reading Activity Happy OK Unhappy Writing Listening Speaking My learning goal Away from the class I practised my English... Version 1, Last updated 16 February 2010 Page 35

36 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Teacher Interview Guidelines VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges It is suggested that there be an opportunity to assess students in three interviews: one in the early stages of the course after students have undertaken some of the learning activities related to reasons for learning English and are familiar with the idea of a Learning Plan one mid-point and one at the conclusion of the course. Explain to the student the purpose of each interview and that you will assess the student on completion of the interview and provide verbal feedback. Allow student time to arrange evidence for the portfolio as appropriate in preparation for each interview. Version 1, Last updated 16 February 2010 Page 36

37 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Teacher Interview Record Part A First Interview Develop the Learning Plan 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support Student name:... Dates of assessment:... Sample question Response (record) Evidence required Satisfactory / additional evidence required Integration of Employability Skills (Greetings) (VPAU493 Element 1) Tell me how long you have been in Australia? Where did you come from? What did you do there? (VPAU493 Element 1) How can a learning plan assist you improve your English language skills? (VPAU501 Element 2) Why do you want to improve your English language skills? (VPAU501Element 1) Note that student may need prompts: Do you want to..? Student makes appropriate greetings such as Good morning Student provides simple responses to questions using a limited range of common high frequency verb tense forms, and a limited range of simple discourse markers Student identifies how a learning plan may assist with working towards goals. Student is able to indicate 1 or 2 purposes for improving their own English language skills. Follows simple relationships expressed by subordination such as in when and if clauses Version 1, Last updated 16 February 2010 Page 37

38 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Sample question Response (record) Evidence required Satisfactory / additional evidence required Integration of Employability Skills Has someone suggested that? Can you tell me one or two English language skills you would most like to improve? (VPAU501 Element 1) Student is able to indicate 1 or 2 short term objectives. Note that the student may need prompts: Talking to? Listening for? Writing name and.? Reading? What have you found specially useful to help you learn? (VPAU501 Element 1) What have you found specially useful outside to help you learn? (VPAU501 Element 1) What do you and your teacher(s) need to do to help you reach those goals? (VPAU501 Element 2) How will we know what progress you are making to achieving your goals? (VPAU501 Element 3) When do we need to meet again to check that we are on track? Student is able to indicate some of the available resources, including support people. Student is able to indicate some of the available resources, including support people. Student identifies tasks s/he needs to do to achieve goals. Teacher indicates strategies to assist student reach goals. Student indicates maintaining a record of completed work samples. Student indicates a suitable time frame. Student indicates s/he will bring completed Version 1, Last updated 16 February 2010 Page 38

39 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Sample question Response (record) Evidence required Satisfactory / additional evidence required Integration of Employability Skills What will you bring to the meeting? (VPAU501 Element 3) Do you have any questions about what we have talked about? ((VPAU493 Element 1, 2) Student uses polite expressions to participate in discussion (VPAU493 Element 1, 2) Is this what we have agreed to do? (VPAU501Element 2) Uses simple closings (VPAU493 Element 1) learning activities / portfolio, compiled with the support of the teacher. Student responds to inquiry, using simple words, phrases and expressions, and polite expressions Student responds to inquiries and provides simple explanations Student makes and responds to simple requests and enquiries Student requests clarification if necessary Student indicates agreement with the learning plan which the teacher has written as dot points or a checklist. Familiar expressions Feedback (make a note of verbal feedback given): Competent Additional evidence required Recommendations for future training or assessment: Version 1, Last updated 16 February 2010 Page 39

40 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Assessor/Teacher name: Part B Second Interview: Review the learning plan Assessor signature: 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support Student name:... Date of assessment:... Sample question Response (record) Evidence required Satisfactory / additional evidence required Integration of Employability Skills Have you been able to complete the tasks we identified in your learning plan? (VPAU501 Element 4) Have you been able to use the strategies we identified in your learning plan? (VPAU501 Element 4) How does your portfolio show progress towards your learning goals? (VPAU501 Element 4) What has helped you make progress towards improving your English language skills? (VPAU501 Element 4) Do you have any questions about what we have talked about? ((VPAU493 Element 1, 2) Do we need to change anything in your learning plan? (VPAU501 Student identifies tasks completed. Student comments on strategies used. Student identifies areas of progress in work samples. Student identifies some of the factors contributing to success. Student responds to inquiry, using simple words, phrases and expressions, and polite expressions. Student indicates whether any changes Version 1, Last updated 16 February 2010 Page 40

41 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Sample question Response (record) Evidence required Satisfactory / additional evidence required Integration of Employability Skills Element 4) Student uses polite expressions to participate in discussion (VPAU493 Element 1, 2) Uses simple closings (VPAU493 element 1) are required. Student responds to inquiries and provides simple explanations. Student makes and responds to simple requests and enquiries. Student requests clarification if necessary. Familiar expressions. Feedback (make a note of verbal feedback given): Competent Additional evidence required Recommendations for future training or assessment: Assessor/Teacher name: Assessor signature: Version 1, Last updated 16 February 2010 Page 41

42 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Part C Third interview: Review the learning plan 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support Student name:... Date of assessment:... Sample question Response (record) Evidence required Satisfactory / additional evidence required Integration of Employability Skills How does your portfolio show progress towards your learning goals? (VPAU501 Element 4) Have you been able to achieve the learning goals we identified in your learning plan? Student identifies areas of progress in work samples. Student identifies goals achieved and any areas for improvement. Are there any areas we need to work on further? (VPAU501Element 4) Did the strategies we identified in your learning plan assist with you meeting those goals? (VPAU501Element 4) What has helped you make progress towards improving your English language skills?(vpau501element 4) Do you have any questions about what we have talked about? ((VPAU493 Element 1, 2) Do we need to change anything in your learning plan? (Element 4) Student uses polite expressions to participate in discussion (VPAU493 Student comments on strategies used. Student identifies some of the factors contributing to success. Student responds to inquiry, using simple words, phrases and expressions, and polite expressions. Student indicates whether any changes are required. Student responds to inquiries and Version 1, Last updated 16 February 2010 Page 42

43 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support Student name:... Date of assessment:... Sample question Response (record) Evidence required Satisfactory / additional evidence required Integration of Employability Skills Element 1, 2) Uses simple closings (VPAU493 element 1) provides simple explanations. Student makes and responds to simple requests and enquiries. Student requests clarification if necessary. Familiar expressions. Feedback (make a note of verbal feedback given): Competent Additional evidence required Recommendations for future training or assessment: Assessor/Teacher name: Assessor signature: Version 1, Last updated 16 February 2010 Page 43

44 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges My Learning Plan (scribed by the teacher) 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support Name Date The English language skills I am working on are: A person or tool that can help me is I can help myself by My teacher will help by I will keep a record of work in progress by We will meet again on to discuss the progress I am making towards improving my English language skills. Signed Date Review - How am I going? I have discussed with a support person: Examples from my portfolio showing progress I am making towards my goals yes no Any areas we need to work on further yes no What is helping me reach my goals yes no Any changes I want to make to my learning plan yes no Signed Date Version 1, Last updated 16 February 2010 Page 44

45 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Guidelines for the Assessor 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support Portfolio Checklist Evidence required Date / s completed Comments / quotes Satisfactory / additional evidence required Integration of Employability Skills Interview response includes identification of key purposes of portfolio e.g. record of learning, planning and organising skills development Student has discussed content requirements of portfolio Range of work samples included, e.g. learning diary, assessment plan, self assessment records, completed Learning Plan activities, signed third party evidence, e.g. attendance at Career Advice, brochures about other courses of study Student can explain reason for selection of items in portfolio Version 1, Last updated 16 February 2010 Page 45

46 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Feedback (make a note of verbal feedback given Competent Additional Evidence required Learner has been advised of the outcome Recommendations for future training and assessment Assessor/Teacher name: Assessor signature: Version 1, Last updated 16 February 2010 Page 46

47 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Competency Mapping Completed by the assessor to demonstrate the content validity of the assessment tool. Unit to be assessed: VPAU 501 Plan language learning with support Component of unit of Competency Component of Task First Interview: Develop a learning plan with support person Keep a portfolio of work samples Second and third interviews: Review learning plan with a support person Elements/Performance Criteria Element 1 (PC 1.2, 1.2) Element 2 (PC 2.1, 2.2) Element 3 (PC3.1, 3.2) Element 3 (PC 3.1, 3.2, 3.3) Element 4 (PC 4.1, 4.2, 4.3) Required Skills and Knowledge Range Statements Evidence Guide skills to participate in planning process knowledge of purpose of plans and portfolios Identify purposes of a learning plan Identify and use appropriate support person and resources Identify specific objectives Identify purpose of a portfolio Identify purpose of portfolio Identify types of evidence Collection of samples Reflection on progress towards goals Reflection on successful strategies Practising new skills Interviews self-assessment third party feedback Collections of samples compiled by the learner Third party feedback Interviews self-assessment Version 1, Last updated 16 February 2010 Page 47

48 21936VIC Certificate I in ESL (Access) VPAU501 Plan language learning with support VPAU493 Participate in short simple exchanges Unit to be assessed: VPAU493 Participate in short, simple exchanges Component of unit of Competency Component of Task Elements/Performance Criteria Required Skills and Knowledge Range Statements Evidence Guide Participate in first, second and third interviews Element 1 (PC 1.1,1.2, 1.3, 1.4, 1.5, 1.6) use and respond to simple questions and statements greetings such as Good morning, my name is.. direct observation using a checklist Element 2 (PC 2.1, 2.2, 2.3, 2.4, 2.5, 2.6) use simple time and place related phrases use a limited range of simple high frequency connectives use a limited range of common high frequency verb tense forms short simple exchanges respond to enquiries about personal information give simple explanations closings such as, thank you for your help third party feedback may require dependence on sympathetic interlocutor for successful comprehension of oral language distinguish intonation of questions and statements follow simple relationships expressed by subordination respond to and use common polite expressions use simple strategies to seek clarification, repetition or explanation give simple explanations Version 1, Last updated 16 February 2010 Page 48

49 21945VIC Certificate II in ESL (Employment) VPAU511 Speak and listen to simple texts for employment SIRXCOM001A Communicate in the Workplace Example 3: Sample Assessment Tool VIC Certificate II in ESL (Employment) VPAU511 Speak and listen to simple texts for employment SIRXCOM001A Communicate in the Workplace Introduction These assessment tools have been designed to assist you in assessing competence and recording assessment results for VPAU511 Speak and listen to simple texts for employment from the ESL Framework. The knowledge and skills in the ESL unit could be applied across a range of industries. Contexts will be determined by the fields of employment, specialisations and interests of your students. This example demonstrates how this unit could feature in a cluster program with elements from the unit SIRXCOM001A Communicate in the Workplace from the SIR07 Retail Services Training Package. The unit can be accessed by going to the NTIS website and using the search function. ( The focus of VPAU511 Speak and listen to simple texts for employment is on acquiring the skills and knowledge necessary to communicate effectively. This combines well with the Retail unit which centres on communicating successfully with customers. Developing a Cluster Program Developing a program around a group of units which overlap in the Required Skills and Knowledge, Methods of Assessment and where Elements and Performance Criteria increases the vocational pathways of the learner. Program delivery can take the form of discrete ESL lessons alongside the mainstream tutorials or may involve team-teaching for part of the course. This environment provides an opportunity for the learner to engage in activities reflecting real-life employment situations, adding relevance to their learning. This requires that the ESL teacher assists learners in building communication skills, in tackling the vocabulary pertinent to the industry and in functioning in the Australian workplace. The ESL teacher will be observing and assessing demonstration of competencies specific to ESL or common to both units. Designing a Cluster Program Examining units closely helps to identify the overlap between them and how they may be integrated. Follow the 6 step process outlined in the section Developing Assessment Tools. You need to do this for both the ESL unit and the Retail unit. An example of how this is done is provided in Table 1. Learner Group The ESL learners undertaking this course may aspire to move into employment in the retail sector or a customer service career in future. The opportunity to sample a taste of the Retail Services Training Package at Certificate II level coupled with ESL assistance is an invaluable experience for students. Students will need an ISLPR level of 1+ upon entry Version 1, Last updated 16 February 2010 Page 49

50 21945VIC Certificate II in ESL (Employment) VPAU511 Speak and listen to simple texts for employment SIRXCOM001A Communicate in the Workplace to the units in order to manage the language and concepts presented. This unit will contribute to achievement of Speaking and Listening ISLPR 2/ACSF 2. Advice to teachers Learners at this level will be able to participate in a simple casual conversation and although their speaking may be characterised by hesitation, their pronunciation will be comprehensible. Working in pairs or in small groups may also be beneficial especially when learners can practise their skills and strategies in conversing in workplace scenarios. The use of visual aids, appropriate materials and equipment relevant to the workplace is vital for enhancing understanding and presenting information for this style of delivery. Learners can use pictures, cards and realia to prompt their exchanges. Providing demonstrations and language models is necessary for learners who may have only had limited experience with the tasks presented. Other considerations to further support the learner in this context include collecting evidence on a number of occasions to allow the learner to demonstrate consistency of performance. Assessment tool sample This assessment tool consists of the following components: Guidelines for the assessor o instructions on administering and assessing the task. Each student should be given the opportunity to work with the assessor one-on-one. This tool is for teacher/assessor use. o Recording sheet which includes verbal questions and guidance as to what the assessor needs to consider to make a judgment o Employability skills advice. Instructions for the learner this should be provided to the learners at the commencement of the unit and discussed with them to ensure they have a clear understanding of how and when they will be assessed. This sample outlines the activities the students will undertake, and the criteria they will be assessed on, such as aspects to include in their dialogues (e.g greetings, questions and answers). Sample task: Conversations in a Retail Setting this example requires the learner to complete 3 tasks using language based in a retail setting: o plan a short dialogue between a customer and store cashier for two sample scenarios o present the dialogues to classmates in a role-play simulation o answer questions about the scenario. Student Planning Sheet this is for student use. It provides guidance on how to plan for the task as either the customer or retailer. Questions are included to prompt the learner to think about the environment in which the dialogues take place, Version 1, Last updated 16 February 2010 Page 50

51 21945VIC Certificate II in ESL (Employment) VPAU511 Speak and listen to simple texts for employment SIRXCOM001A Communicate in the Workplace the type of language which can be used and the appropriate body language for each scenario. Peer Assessment Sheet this is completed by fellow student /s. It may be given to the learner to provide feedback. Assessor Observation Record Recording sheet which includes verbal questions and guidance on making a judgement. Competency Mapping this demonstrates the content validity of the assessment tool by indicating how the unit requirements have been met in the required activities. Version 1, Last updated 16 February 2010 Page 51

52 21945VIC Certificate II in ESL (Employment) VPAU511 Speak and listen to simple texts for employment SIRXCOM001A Communicate in the Workplace Instructions for the Assessor 21945VIC Certificate II in ESL (Employment) - Retail program VPAU511 Speak and listen to simple texts for employment SIRXCOM001A Communicate in the workplace Setting up the assessment task Tell the learners that this assessment task is one of a number of assessments they will need to complete to be assessed for these units. For this assessment, they will be developing a dialogue to demonstrate their communication skills in a simulated retail environment. They will work with another class member. Their teacher will also ask some questions about the dialogue. Prepare the learners by discussing what happens in retail environments, and provide multiple opportunities for them to practise skills. Prepare assessment tools 1. Instructions to learners about the assessment task 2. Planning sheet for learners 3. Peer assessment checklist 4. Assessor guidelines Conducting the assessment 1. Emphasise what is being assessed and what is not being assessed. You will be assessed on the following: o using common opening expressions to welcome customers o asking questions and listening to responses to establish customer needs o responding to questions o maintaining communication through taking turns o asking for clarification and responding to requests for clarification o following shop policy to resolve difficult situations o giving and following one and two step instructions o the English language skills you used in the dialogues (correct vocabulary, sentence structure and verb tenses) Version 1, Last updated 16 February 2010 Page 52

53 21945VIC Certificate II in ESL (Employment) VPAU511 Speak and listen to simple texts for employment SIRXCOM001A Communicate in the Workplace o the relevance and suitability of your language in a retail workplace environment o the clarity of your pronunciation o use of body language and non-verbal communication techniques to improve communication. 2. Tell learners they will also be assessing other students in the class using the Peer Assessment Sheet. 3. Tell learners what support is available to them: access to teacher/support person; computer. o Allow a reasonable time for learners to develop their dialogues using the planning sheet. o Use the recording sheet to record evidence. Use the Evidence required column to guide judgement. o Note whether the evidence is satisfactory or whether additional evidence is required. o Provide verbal feedback to the learner on their performance. Note: It is appropriate to seek agreement on Peer Assessment as an assessment method and participating students should be thoroughly prepared on Peer Assessment protocols. Employability Skills Advice Assessors should consider the Employability Skills which are developed through the completion of the task. These are built into the task and not separated out. For example in completing the tasks in this sample, the learner may develop the following Employability Skills. The Assessor Observation Record Sheet includes a column where the assessor can comment on how Employability Skills have been integrated. Communication respond to and make simple workplace requests of others use questioning to clarify workplace information participate in simple workplace conversations about familiar, personal, community, social and topical issues Team Work -Work collaboratively with other class/group members Problem Solving use simple strategies to seek clarification of workplace oral information and select appropriate communication strategies to initiate and participate in simple conversations and transactions in the workplace Version 1, Last updated 16 February 2010 Page 53

54 21945VIC Certificate II in ESL (Employment) VPAU511 Speak and listen to simple texts for employment SIRXCOM001A Communicate in the Workplace Instructions for the Learner 21945VIC Certificate II ESL (Employment) Course Title and Unit titles to be assessed VPAU511 Speak and listen to simple texts for employment SIRXCOM001A Communicate in the workplace (Elements 1, 2, 3 & 4) Conversations in a Retail Setting Task description For this assessment task you are asked to complete 3 tasks using language based in a retail setting. Dialogues and scenarios presented should be related to a retail environment. You need to: 1. Work with a partner to plan a short dialogue between a customer and store cashier for two sample scenarios. Use the student planning sheet. 2. Present the dialogues to your classmates in a role-play simulation. You will be asked to play the role of the customer and then the role of the retailer. Your dialogues should last for at least 2 minutes. 3. Be prepared to answer questions from your teacher or classmates about the scenario you presented. All work must be done during class time You will be assessed by your teacher and class members on: Conditions of assessment Task instructions using common opening expressions to welcome customers asking questions and listening to responses to establish customer needs responding to questions maintaining communication through taking turns asking for clarification and responding to requests for clarification following shop policy to resolve difficult situations giving and following one and two step instructions the English language skills you used in the dialogues (correct vocabulary, sentence structure and verb tenses) the relevance and suitability of your language in a retail workplace environment the clarity of your pronunciation use of body language and non-verbal communication techniques to improve communication Criteria for assessment Version 1, Last updated 16 February 2010 Page 54

55 21945VIC Certificate II in ESL (Employment) VPAU511 Speak and listen to simple texts for employment SIRXCOM001A Communicate in the Workplace Conversations in a Retail Setting 21945VIC Certificate II ESL (Employment) VPAU511 Speak and listen to simple texts for employment SIRXCOM001A Communicate in the workplace (Elements 1, 2, 3 & 4) Choose a partner and work with them to plan a short dialogue between a customer and store cashier on the following scenarios. You and your partner will play exchange roles in the second scenario. Make sure your dialogue includes the following elements: greetings (openings/closings) questions and answers negotiation instructions or directions (e.g. Please fill out this form.) remember that in the Retail industry, the goal is to resolve any issues to the customer s satisfaction, and with your employer s guidelines. Scenario 1 A customer walks into a clothing store to return a faulty piece of clothing. Scenario 2 A customer walks into a pharmacy to drop-off a prescription. Use the planning sheet to plan your dialogue Present your dialogues to the assessor / class Version 1, Last updated 16 February 2010 Page 55

56 21945VIC Certificate II in ESL (Employment) VPAU511 Speak and listen to simple texts for employment SIRXCOM001A Communicate in the Workplace Student Planning Sheet 21945VIC Certificate II ESL (Employment) VPAU511 Speak and listen to simple texts for employment SIRXCOM001A Communicate in the workplace Scenario 1 Retailer Customer Notes Environment Language What type of store/shop do you work in? Are you the Manager or a Sales assistant? How would you normally greet a customer? How do you respond when a customer tells you why they are upset? What is the item you are returning? What is the problem with the item you are returning? How will you start the complaint? What do you say to show you are upset? What questions would you ask of a customer who is upset to clarify the problem? How do you explain the shop s policy on refunds? How do you instruct the customer to fill in contact details on the shop s refund application form? How would you explain the problem? What questions do you ask about refunds? What do you say if you are happy with the outcome? Body language How do you close the conversation? How do you show customers that you are trying to be helpful? How do you close the conversation? How do you show you are upset? Version 1, Last updated 16 February 2010 Page 56

57 21945VIC Certificate II in ESL (Employment) VPAU511 Speak and listen to simple texts for employment SIRXCOM001A Communicate in the Workplace Scenario 2 Retailer Customer Notes Environment You are both Pharmacist and Sales person. You are very sick and need to have a prescription for medication filled quickly. Language How would you normally greet a customer? How will you greet the pharmacist? What questions do you need to ask? (Medicare card, allergies, preference for generic brands, concessions) Explain to the pharmacist what you want. How will you respond to the pharmacist s questions? How will you tell the customer to wait while the prescription is filled? How will you ask how long the prescription will take to be filled? How will you explain dosage of medication? How will you ask a question to clarify these instructions? How do you close the conversation? How do you close the conversation? Body language How do you show customers that you are friendly and helpful? How do you show that you are sick and in a hurry to get home? Version 1, Last updated 16 February 2010 Page 57

58 21945VIC Certificate II in ESL (Employment) VPAU511 Speak and listen to simple texts for employment SIRXCOM001A Communicate in the Workplace Assessment Tool Peer Assessment Sheet 21945VIC Certificate II in ESL (Employment) VPAU511 Speak and listen to simple texts for employment SIRXCOM001A Communicate in the workplace Student name:... Date of assessment:... Language features and use Observed Comments Openings/Closings Turn-taking Politeness techniques Listening and responding to questions Giving instructions/directions Following instructions/directions Seeking clarification Giving clarification Using correct sentence structure Using correct verb tenses Using colloquial phrases Using stress & intonation Using language suitable for the workplace Body language Observed Comments Eye contact Appropriate gestures Appropriate body language for the workplace Version 1, Last updated 16 February 2010 Page 58

59 21945VIC Certificate II in ESL (Employment) VPAU511 Speak and listen to simple texts for employment SIRXCOM001A Communicate in the Workplace Assessor Observation Record 21945VIC Certificate II in ESL (Employment) VPAU511 Speak and listen to simple texts for employment SIRXCOM001A Communicate in the workplace Student name:... Date of assessment:... Language features and use Response (record) Examples of evidence required Satisfactory / additional evidence required Integration of Employability SKills Openings/Closings Making simple requests Politeness techniques Good morning/afternoon. How can I help you? Thank you, have a good day! Thank you very much for your help Can I please have a refund? Can I speak with the manager please? Can I have this prescription filled? Showing interest, expressing regret, face-saving ways of saying no, appropriate use of please and thank you, ways of expressing Version 1, Last updated 16 February 2010 Page 59

60 21945VIC Certificate II in ESL (Employment) VPAU511 Speak and listen to simple texts for employment SIRXCOM001A Communicate in the Workplace Language features and use Response (record) Examples of evidence required Satisfactory / additional evidence required Integration of Employability SKills disagreement or conflict. Listening and responding to questions Giving one or two step instructions/directions Following instructions/directions Seeking clarification Giving clarification Using correct sentence structure Using correct verb tenses Using colloquial phrases Yes, you can have a refund. My Medicare number is First, fill in your name and address, then sign at the bottom. Please wait over there Doing as asked. I m sorry, please repeat what you just said. Do you want me to wait here? Repeating or restating words or phrases Using simple sentence structures, such as simple and compound sentences Using a range of common high frequency verb tenses and forms Using phrases such as, Hang on a minute Version 1, Last updated 16 February 2010 Page 60

61 21945VIC Certificate II in ESL (Employment) VPAU511 Speak and listen to simple texts for employment SIRXCOM001A Communicate in the Workplace Language features and use Response (record) Examples of evidence required Satisfactory / additional evidence required Integration of Employability SKills Using stress & intonation Using language appropriate to the workplace Using body language appropriate to the workplace Mostly intelligible pronunciation, stress patterns and intonation Uses workplace terminology Eye contact, facial expressions, stance Feedback (make a note of verbal feedback given) Competent Additional evidence required Learner has been advised of the outcome Recommendations for future training and assessment: Assessor/Teacher name: Assessor signature: Version 1, Last updated 16 February 2010 Page 61

62 21945VIC Certificate II in ESL (Employment) VPAU511 Speak and listen to simple texts for employment SIRXCOM001A Communicate in the Workplace Competency Mapping Completed by the assessor to demonstrate the content validity of the assessment tool. Unit to be assessed: VPAU511 Speak and listen to simple texts for employment Component of unit of Competency Component of Task Elements/Performance Criteria Required Skills and Knowledge Range Statements Evidence Guide Plan dialogues with a partner Element 1 (PC 1.2, 1.2, 1.3) Present dialogues to classmates Answer questions from teacher/classmates Element 2 (PC 2.1, 2.2, 2.3, 2.4) Element 3 (PC 3.1, 3.2, 3.3, 3.4) Element 4 (PC 4.1, 4.2, 4.3, 4.4) Vocabulary to talk about: Workplace events, Current issues/events Environment and weather Australian culture and society Conversation techniques: Intelligible pronunciation Politeness conventions Comprehension of common colloquialisms Seeking clarification Use of/ and respond to: Openings/closings Simple questions Polite expressions Simple requests Directions and/or instructions Participation in simple casual and formal conversations Documented evidence in real and simulated environments Version 1, Last updated 16 February 2010 Page 62

63 21939VIC Certificate III in ESL (Further Study) VPAU526 Analyse and produce a range of straightforward texts relevant to further study Example 4: Sample Assessment Tool VIC Certificate III in ESL (Further Study) VPAU526 Analyse and produce a range of straightforward texts relevant to further study Introduction This assessment tool has been designed to assist you in assessing competence and recording assessment results for VPAU526 Analyse and produce a range of straightforward texts relevant to further study. The focus of this unit is on developing reading and writing skills for further study purposes. Its focus is on a range of texts likely to be found in a study context, such as essays, case studies or short answers required in exams. The purpose of the unit is to use and analyse further study texts as models for student writing. Assessment should confirm that the student meets the requirements of VPAU526 and, in particular, is able to: analyse the structure and discourse style / register and purpose of a range of texts compose a range of text types based on researched models using conventions to meet the purposes review and refine texts Learner Group This assessment tool is designed for learners undertaking the qualification as a pathway into further study. This may include TAFE certificate or diploma courses, or university study. Students will need level 2 ISLPR in Reading and Writing in order to manage the language and concepts required in the unit. This unit will contribute to achievement of Reading and Writing ISLPR level 2+/3 and ACSF Reading and Writing level 3. The assessment tool is general in focus. Advice for teachers The level of support required by the learner in assessment may vary according to their prior educational experience. Learners who have little formal educational experience may need greater support in the understanding of further study expectations. The Sociolinguistic and Cultural Knowledge and Skills (listed under Required Skills and Knowledge in the unit) provide valuable information of where learners may need additional support, particularly with regard to register and conventions of texts for further study contexts. Version 1, Last updated 16 February 2010 Page 63

64 21939VIC Certificate III in ESL (Further Study) VPAU526 Analyse and produce a range of straightforward texts relevant to further study Assessment Tool Sample This assessment tool consists of the following components: Instructions for the assessor - Instructions on administering and assessing the task Instructions for the learner this should be provided to the learner at the commencement of the unit and discussed with them to ensure the learner has a clear understanding of how they will be assessed. Sample tasks: this example requires the learner to complete 3 tasks o Reading analysis o Writing a text based on the model text o Reviewing and redrafting the text Guidelines for the assessor o Assessment record sheet o Employability Skills advice Competency Mapping - completed by the assessor to demonstrate the content validity of the assessment tool. Version 1, Last updated 16 February 2010 Page 64

65 21939VIC Certificate III in ESL (Further Study) VPAU526 Analyse and produce a range of straightforward texts relevant to further study Instructions for the Assessor 21939VIC Certificate III in ESL (Further Study) VPAU526 Analyse and produce a range of straightforward texts relevant to further study Setting up the assessment task Tell the learners that this assessment task is one of a number of assessments they will need to complete for this unit. The sample tool provides one model text and one writing activity as part of the development of a portfolio of analysed model texts and written texts. Prepare the learners by providing multiple opportunities to analyse texts related to further study, write texts based on modelled texts, and review and redraft writing. A number of pre-assessment activities will need to be conducted to provide students with the skills of text analysis, familiarity with the format and components of an opinion piece, and knowledge of such elements as transition signals and other devices used in this type of writing. Selection of texts: In this example, the model text has been provided by the teacher after consultation with the learner group as to their further study needs. To meet the requirements of this unit, students need to determine which texts they need to analyse and locate samples. This can be achieved with teacher assistance. Consider any formal requirements to be imposed. These may include criteria such as word length and number of paragraphs. Prepare assessment tools Instructions to learners about the assessment task. Sample tasks (Reading, Writing, Reviewing) Reading Journal Record Student Writing Review Checklist Assessor guidelines Competency mapping. Conducting the assessment 1. Emphasise what is being assessed and what is not being assessed. You will be assessed on the following: Reading task: Analysing the purpose and audience requirements of the text Identifying the role of the writer. Analysing the structure and discourse structure of the text. Identifying specific layout and formatting features. Version 1, Last updated 16 February 2010 Page 65

66 21939VIC Certificate III in ESL (Further Study) VPAU526 Analyse and produce a range of straightforward texts relevant to further study 2. Tell learners to use the questions in the Reading Journal Record to help with their analysis. These need to be completed for each reading task analysis, and included in their portfolios. Teachers could also adapt this to be used orally as question and answer. Writing task based on the Model Text and its analysis: Determining the audience, purpose and topic for the written text Confirming any formal requirements for the text Gathering required information Drawing up an outline plan Composing the draft text Proofreading the text. Reviewing texts: Checking text meets the requirements of audience and purpose Reviewing and editing key grammatical, spelling and vocabulary features Determining clarity of text Redrafting text and submitting final draft taking into account feedback provided by the teacher* Listing improvements and strategies to assist future writing. 3. Tell learners to use the questions in the Student Writing Review Checklist to help with their review. These need to be completed for each writing task, and included in their portfolios. *The assessor needs to provide written feedback on the first draft. Tell learners what support is available to them, such as: o access to teacher/support person to interpret meaning and understand unfamiliar cultural references, and for reviewing drafts. o access to computers for word processing o facility to submit drafts electronically o access to dictionaries Allow a reasonable time for learners to read and reread texts, and to complete written texts. All students will need sufficient time to read, reread and decode texts, and for many students the necessity of rereading may need to be emphasised. For writing tasks, students may need assistance with learning the processes of selfediting and redrafting. Learners with an academic background may need support with understanding unfamiliar cultural references, and expectations regarding academic reading and writing in an Australian context. Use the Assessor record sheet to record evidence. Use the Evidence required column to guide judgement. Note whether the evidence is satisfactory or whether additional evidence is required. Provide verbal and written feedback to the learner on their performance. Version 1, Last updated 16 February 2010 Page 66

67 21939VIC Certificate III in ESL (Further Study) VPAU526 Analyse and produce a range of straightforward texts relevant to further study Employability Skills Advice Assessors should consider the Employability Skills which are developed through the completion of the task. These are built into the task and not separated out. For example in completing the tasks in this sample, the learner may develop the following Employability Skills. The Assessor Observation Record Sheet includes a column where the assessor can comment on Employability Skills have been integrated. Communication responding to and asking questions about the text sharing information with others locating, analysing and evaluating information in model texts writing texts of some complexity relevant to purpose and audience Problem solving analysing model texts and their discourse features in relation to audience and purpose requirements Self management completing the activity within a specific time frame reviewing own performance Planning and organising researching and gathering information planning stages of writing processes reviewing and adjusting own writing Technology use a range of learning / communication technology to access information from websites Version 1, Last updated 16 February 2010 Page 67

68 21939VIC Certificate III in ESL (Further Study) VPAU526 Analyse and produce a range of straightforward texts relevant to further study Instructions for the Learner 21939VIC Certificate III in ESL (Further Study) VPAU526 Analyse and produce a range of straightforward texts relevant to further study Assessment Task description: For this unit you will need to collect a portfolio of reading and writing activities. Successful completion of the following reading and writing task will contribute to achievement of the unit. You will also complete other activities to include in your portfolio during the course to successfully complete the unit requirements. Assessment Task Instructions: There are three parts to this assessment task: 1. Reading For this task you will read a Model Text. Then you will be asked to analyse the text, using the Reading Journal Record. You will be assessed on: Analysing the purpose and audience requirements of the text Identifying the role of the writer Analysing the structure and discourse features of the text 2. Writing Identifying specific layout and formatting features. Using the Model Text, your notes and answers to questions about it as a guide, you will construct your own text. You will be assessed on: Clarifying the audience and purpose for the text Gathering information Planning your text Completing a first draft 3. Reviewing You will then review your writing using the Student Writing Review Checklist and feedback for your teacher. You will receive written feedback on your first draft from your teacher. You will be assessed on: Version 1, Last updated 16 February 2010 Page 68

69 21939VIC Certificate III in ESL (Further Study) VPAU526 Analyse and produce a range of straightforward texts relevant to further study Checking text meets the requirements of audience and purpose Reviewing and editing key grammatical, spelling and vocabulary features Determining clarity of text Redrafting text and submitting final draft Listing improvements and strategies to assist future writing. Timeframe and assessment date/s: (to be completed as appropriate by the assessor) Version 1, Last updated 16 February 2010 Page 69

70 21939VIC Certificate III in ESL (Further Study) VPAU526 Analyse and produce a range of straightforward texts relevant to further study Sample Text The study of a Language other than English should be compulsory for all Australian students up to the end of Year 10. Do you agree? Give reasons for your answer. And include any relevant examples from your own knowledge or experience. Write at least 350 words. Learning a second language has many benefits for the individual and for the community in general. Each young person living in Australia should have the opportunity to learn another language through compulsory education. If governments invest well in the education of the nation, then languages should be equal to all other compulsory subjects until the end of Year 10. This investment will benefit both the individual and the broader community and keep up with global trends. The choice to learn another language should not be left up to individuals. Recent research shows the number of school students in Australia learning a language other than English is declining. It has been recently reported that the Bligh Government in Queensland has allowed schools to opt out of teaching a language other than English as a compulsory subject for Years 6, 7 and 8 meaning that fewer students will learn a LOTE in secondary school. This trend will set Australia behind the rest of the world and limit opportunities for students educational and social development. Students who have studied languages including current Year 10 students say having another language helps not just with learning English but with learning generally. Recent studies have also found that the brain is more developed in young people who are bilingual. Students have said that learning another language has given them an awareness of another culture, ways of thinking and communicating. Those who are bilingual either because they have learned English as a second language, or because they have gone on to further studies in a Language other than English (LOTE) also have social advantages over monolingual people. Awareness of other cultures through language learning can only benefit individuals and Australian society. Australia is very culturally and linguistically diverse. For example, it has a large migration and refugee program. The many languages spoken in Australia include those not only of the migrant and refugee population, but also the indigenous population. Australia has a history of acknowledging and supporting its diverse languages and has established services unique to Australia, for example the national telephone-based translating Version 1, Last updated 16 February 2010 Page 70

71 21939VIC Certificate III in ESL (Further Study) VPAU526 Analyse and produce a range of straightforward texts relevant to further study services in a large number of languages, and multilingual radio and television. If more people are bilingual this will contribute to social harmony. Support for language learning will continue to encourage tolerance and pride in diversity. This support will also help Australia keep up with world trends. We live in an environment which is increasingly globalised and in which more people travel and work in culturally diverse contexts. With the expanding use of the internet across the world, more and more people are learning English as a second language, and the number of non-native speakers of English will soon be greater than native speakers. This means that bilingualism is growing. In an increasingly globalised world, students who miss out on language learning will more likely be disadvantaged as they miss out on the opportunity to learn about different cultures and ways of thinking and communicating. Bilingual adults are going to have more advantages in the future in employment as many areas like education and manufacturing are internationalised. Even though study of language is supported in other countries, there are those in Australia who are not willing to support compulsory LOTE. One argument against compulsory language other than English is that students are not interested in learning a language. One could also argue that other subject should not be compulsory such as humanities because students are not interested in them, yet until the end of Year 10, students are required to study Maths, English, Science, History and other subjects. Another argument is that is too difficult to offer a range of languages, and that there are not enough teachers of LOTE to provide good programs. This can be rectified by good planning and support from governments, teacher training programs and incentives. The benefits of knowing another language are intellectual, cultural, social and economic. We should promote and support our school population to learn world languages of significance not just economic, but political and cultural. A bilingual society is more tolerant, and bilingual individuals will have more opportunities in future work than those who are not. If governments do not support language learning at least to Year 10 level Australia will be left behind. Reference: Languages other than English suffer in Queensland Version 1, Last updated 16 February 2010 Page 71

72 21939VIC Certificate III in ESL (Further Study) VPAU526 Analyse and produce a range of straightforward texts relevant to further study Reading Journal Record 21939VIC Certificate III in ESL (Further Study) VPAU526 Analyse and produce a range of straightforward texts relevant to further study You will need a highlighter pen to complete this activity and a copy of the Model Text. To help you work with the text, number each paragraph 1-7 General questions 1. What kind of text is this? Where would you see a text like this? Who is the audience? 2. Think about the style and register of the writing - the writer s voice. Is it: personal impersonal informal formal? You can more than one. Highlight an example of language in the text for each. Main Ideas Content 3. What is the main topic of this text? 4. What is the writer s point of view? Underline the sentence which shows the writer s opinion. 5. What are two points the writer uses to support the main point? 6. What reasons / supporting evidence does the writer give for each of these points? Version 1, Last updated 16 February 2010 Page 72

73 21939VIC Certificate III in ESL (Further Study) VPAU526 Analyse and produce a range of straightforward texts relevant to further study 7. What is one idea the writer includes that is different from his/ her point of view? Structure of the text: 8. In the model text, what is the function of each of the paragraphs? Label the paragraphs using the letters A G from the following list A. Conclusion - summary of argument B. Explanation 2 with supporting evidence C. Explanation 4 with supporting evidence D. Introduction respond to question and give point of view E. Explanation 1 with supporting evidence F. Explanation 3 with supporting evidence G. Consideration of counter argument 9. How does the writer link paragraph 4 and paragraph 5? 10. List all the words or phrases you can find which are related in meaning to the world. 11. List all the words or phrases you can find which are related to multicultural. Lay-out and formatting features of the text: 12. What feature / s of layout does the writer use? Include the answer sheet and the model text in the portfolio. Version 1, Last updated 16 February 2010 Page 73

74 21939VIC Certificate III in ESL (Further Study) VPAU526 Analyse and produce a range of straightforward texts relevant to further study Writing Task 21939VIC Certificate III in ESL (Further Study) VPAU526 Analyse and produce a range of straightforward texts relevant to further study Topic Is an end- of-course exam fairer and more reliable than continuous assessment through-out a course? Give reasons for your answer, and include any relevant examples from your own knowledge or experience. Write at least 350 words. Use the Model Text, and your analysis of it, as a guide to writing your response. To undertake this task, you will need to: 1. Ask class members / friends / family / teachers / current students in secondary school what they think. Make notes of points you may include. 2. Read one or two articles to get more ideas, for example, 3. List arguments for and against 4. List reasons to support each argument 5. Select the main benefits or disadvantages and order them into paragraphs 6. Write your introduction which indicates your position 7. Write your conclusion to make your text more interesting you can for example, : make a prediction ask another question suggest solutions discuss why it is difficult to conclude one way or the other 8. Check your text is linked together well. Use the Student Writing Review Checklist. 9. Hand in a First Draft 10. Review draft with teacher written comments and adjust draft in response to feedback. 11. Produce a final draft and submit for assessment. Version 1, Last updated 16 February 2010 Page 74

75 21939VIC Certificate III in ESL (Further Study) VPAU526 Analyse and produce a range of straightforward texts relevant to further study Student Writing Review Checklist 21939VIC Certificate III in ESL (Further Study) VPAU526 Analyse and produce a range of straightforward texts relevant to further study Instructions: After you have finished your first draft, use this list to review it. each item on the list. You may need some teacher assistance. After you've checked your draft for all items, make the necessary corrections and changes before you hand it in Title / Topic: Completed Does your text suit the purpose and audience? Is the format of the text appropriate? Have you answered the question? Have you answered all parts of the question? Does your text have an introduction? Does it outline your main arguments? Does it have a conclusion? Does each paragraph have one main idea? Have you used connecting words like the ones below? And connectors: therefore, as a result, accordingly, consequently, finally Or connectors: in other words, to put it more simply But connectors: however, yet, nevertheless Does every clause (and sentence) have at least one verb and one subject? Is each sentence clear and complete? Are your sentences too long? Do all verbs use the correct tense for your meaning? Do the verbs agree with the subject? Do they have the correct ending? Have you checked you have used the right words and do they fit with Version 1, Last updated 16 February 2010 Page 75

76 21939VIC Certificate III in ESL (Further Study) VPAU526 Analyse and produce a range of straightforward texts relevant to further study other words in the sentence? Prepositions Articles Adverbs Adjectives Phrasal verbs Is the vocabulary chosen right for its purpose? Is it too formal or too informal? Have you used a variety of words? Have you shown when you are expressing an opinion? Does each sentence end with an appropriate mark of punctuation? Spelling: Have you checked your spelling in a dictionary or with the spelling checker? Version 1, Last updated 16 February 2010 Page 76

77 21939VIC Certificate III in ESL (Further Study) VPAU526 Analyse and produce a range of straightforward texts relevant to further study Assessor Feedback Sheet In addition to written comments on the text, the assessor will provide written feedback on the following: Relevance / answering the question Clarity? Organisation? Vocabulary? Grammar? Other comments Learner Response List some improvements you need to make for your future writing: Version 1, Last updated 16 February 2010 Page 77

78 21939VIC Certificate III in ESL (Further Study) VPAU526 Analyse and produce a range of straightforward texts relevant to further study What are some strategies to help you achieve those improvements? Version 1, Last updated 16 February 2010 Page 78

79 21939VIC Certificate III in ESL (Further Study) VPAU526 Analyse and produce a range of straightforward texts relevant to further study Guidelines for the Assessor 21939VIC Certificate III in ESL (Further Study) Unit: VPAU526 Analyse and produce a range of straightforward texts relevant to further study Student name:... Date of assessment:... Use the tool below to document evidence. Include a note of the Employability Skills the learner developed in the activities. Task components Evidence required Evidence: Evidence Satisfactory / additional evidence required Read and analyse model text Complete analysis activities makes decision about text types to be analysed and used as models for writing can identify that the text is a formal / impersonal style and can point to examples of language which indicate this identifies main idea that the writer is presenting can identify the role of each paragraph introduction, conclusion, etc can identify topic sentences locates transitions signals, e.g, discourse markers Version 1, Last updated 16 February 2010 Page 79

80 21939VIC Certificate III in ESL (Further Study) VPAU526 Analyse and produce a range of straightforward texts relevant to further study Task components Evidence required Evidence: Evidence Satisfactory / additional evidence required identifies key ideas, supporting arguments Plan and draft text based on model Check prior to submission Submit first draft Review text taking into account comments made by teacher / assessor on first draft can differentiate between fact and opinion recognises the conventions of text format produces a text with a structure appropriate to audience and purpose uses a range of tenses correctly uses a variety of sentence types suited to the topic links ideas and signals transitions using appropriate discourse markers checks text follows the layout conventions of the model confirms text meets the requirements of the question for audience and purposes follows a process to proof read and redraft text, e.g., o uses spell checker / dictionary / grammar text to correct errors and any Version 1, Last updated 16 February 2010 Page 80

81 21939VIC Certificate III in ESL (Further Study) VPAU526 Analyse and produce a range of straightforward texts relevant to further study Task components Evidence required Evidence: Evidence Satisfactory / additional evidence required ambiguities o checks possible changes with teacher / assessor / peers o makes any vocabulary changes required submits a final copy which has been proof read identifies strategies for improving specific areas of weakness Feedback (make a note of written and verbal feedback given): Competent Additional evidence required Learner has been advised of the outcome Assessor/Teacher name: Assessor signature: Version 1, Last updated 16 February 2010 Page 81

82 21939VIC Certificate III in ESL (Further Study) VPAU526 Analyse and produce a range of straightforward texts relevant to further study Competency Mapping Completed by the assessor to demonstrate the content validity of the assessment tool. Unit to be assessed: VPAU526 Analyse and produce a range of straightforward texts relevant to further study Component of unit of Competency Component of Task Analysis of model essaytext Elements/Performance Criteria Element 1 (PC 1.1, 1.2, 1.3, 1.4, 1.5) Required Skills and Knowledge Range Statements Evidence Guide identify different registers in writing such as personal, formal identify discourse markers such as in addition, therefore, finally identify structure and format of text, such as topic sentences, paragraphing and layout identify conventions of a range of texts Model texts include: EssayEssayss Short answers Reports Arguments Opinion pieces Analysis of a range of textsrreview of portfolio of evidence, including completed Readng Journal Record Role of the writer Analysis of genre and structure EssayText draft and reviewed final version Element 2 (PC 2.1, 2.2, 2.3, 2.4, 2.5) Element 3 (PC 3.1, 3.2, 3.3, 3.4, 3.5) write in a range of tenses write simple, complex and compound sentences use phrasal verbs, conjunctions, reported speech use discourse markers such as however, as a result scan text for information and opinions Purpose and audience requirements Gathering information Structure and discourse features Layout and formatting Check and review Review of portfolio of evidence, including draft texts Composition of a range of texts Version 1, Last updated 16 February 2010 Page 82

83 21939VIC Certificate III in ESL (Further Study) VPAU526 Analyse and produce a range of straightforward texts relevant to further study analyse, review and use a range of conventions appropriate to text type, such as letters, essays proof read and redraft written texts follow editing processes or steps to review and improve writing Reviewed final version Element 3 (PC 3.1, 3.2, 3.3, 3.4, 3.5) proof read and redraft written texts with guidance follows editing processes or steps to review and improve writing Check and review Review of portfolio of evidence, including completed Student Writing Review Checklist Checklist for Reviewing Constructed Texts and final drafts Version 1, Last updated 16 February 2010 Page 83

84 21937VIC Certificate IV in ESL (Employment/Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context Example 5: Assessment Tool VIC Certificate IV in ESL (Employment/Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context Introduction This assessment tool has been designed to assist in assessing competence and recording assessment results for VPAU518 Present and listen to complex oral presentations in an employment or professional context. The focus of this unit is on advanced speaking and listening skills. Learners need to demonstrate a critical understanding of oral texts and give an oral report or presentation in a professional / employment context. Learner Group The ESL learners undertaking this course may already have a recognised qualification from overseas and are seeking entry into their profession (Professional stream) or may want to access and participate effectively in the Australian workplace (Employment stream). Courses designed for this qualification may focus on a particular industry area, e.g., engineering, or preparation for entry to a profession in Australia such as the Occupational English Test for health professionals. At this level learners will already have advanced language skills but may require further support in developing more specialised vocabulary, complex document writing, conversational and transactional skills specific to their work context. Students will need an ISLPR level of 2+ upon entry to the unit in order to manage the language and concepts required. This unit will contribute to achievement of Speaking and Listening ISLPR 3/3+ and ACSF Oral Communication level 4. Assessment Tool Sample This assessment tool consists of the following components: Instructions for the assessor - Instructions on administering and assessing the task Instructions for the learner this should be provided to the learner at the commencement of the unit and discussed with them to ensure the learner has a clear understanding of how they will be assessed. Sample tasks: this example requires students to compete 3 tasks: Select and listen to an authentic recorded text and respond to questions, to demonstrate: o understanding of purpose and context of the text Version 1, Last updated 16 February 2010 Page 84

85 21937VIC Certificate IV in ESL (Employment/Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context o understanding of the content - ideas and supporting information, and language o understanding of the content, style and structure of the oral text o ability to give an opinion on the content of the text o ability to detect inferred meanings Plan and deliver a presentation of information on a topic specific to the learner s intended profession, industry or workplace. Complete a Self Assessment Checklist. Listen to and comment on the presentations of other students using specific criteria and Peer Review Feedback From. Peer Review Feedback Form Assessor Feedback Form this provides guidance on making a judgment Competency Mapping this demonstrates the content validity of the assessment tool by indicating how the unit requirements have been met in the required activities. Advice to teachers At this level the support required from teachers is in developing more advanced language. Students may have most of the language skills required to meet the requirements of the unit, however they may require more assistance with the sociolinguistic and cultural knowledge and skills they need to demonstrate. Learners will need support in understanding some of the following: conventions related to engaging an audience, structuring and presenting information, appropriate body language, question and answer techniques, giving and accepting feedback. One aspect of teaching and assessing this unit that teachers will need to pay attention to is the role and use of technology. An audit of learners computer skills is advisable. Teachers/assessors cannot assume that all learners are familiar with current computing packages, so the teacher s role may be to facilitate the development of appropriate skills. Version 1, Last updated 16 February 2010 Page 85

86 21937VIC Certificate IV in ESL (Employment/Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context Instructions for the Assessor IC Certificate IV in ESL (Employment / Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context Setting up the assessment task Tell the learners that this assessment task is one of a number of assessments they will need to complete for this unit. Prepare the learners by providing multiple opportunities to listen to and present spoken texts related to a relevant professional or employment context. Select texts which are appropriate to the course focus and the learner professional or employment goals, and which allow learners to meet the requirements of the unit. The sample text provided has been selected from ABC online. As no transcript was provided on the ABC website, a short transcript of the initial minutes of the text provides an indication of the language level and style of the text. This is found in Appendix 6. The sample text discusses issues which arise for the workforce generally. Learners in a particular industry or professional context may select a text with more specific content. Consider any formal requirements to be imposed. These may include criteria such as length of presentation. Prepare assessment tools Instructions to learners about the assessment task. Sample task: questions for listening task Presentation Self-assessment checklist Peer Review Feedback Form Assessor guidelines including Assessor Feedback Form Competency mapping. Conducting the assessment 1. Emphasise what is being assessed and what is not being assessed. You will be assessed on the following: Listening task oral questions understanding of purpose and context of the text understanding of the content - ideas and supporting information, and language understanding of the content, style and structure of the oral text ability to give an opinion on the content of the text ability to detect inferred meanings Version 1, Last updated 16 February 2010 Page 86

87 21937VIC Certificate IV in ESL (Employment/Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context Presentation research and plan a presentation appropriate to your purpose and intended audience present your information using appropriate conventions and supports respond to feedback and requests for information from your audience 2. Tell learners they will be assessing other learners in the class, and obtain agreement on Peer Assessment as a method from each student. This is not assessed. provide feedback on others presentation using the Peer Review Feedback Form comment on the effectiveness of the presentation, and give an opinion on one or more aspects 3. Tell learners what support is available to them: access to computer and relevant software. Allow a reasonable time for learners to develop their presentations. Use the recording sheet to record evidence. Use the Evidence required column to guide judgement. Note whether the evidence is satisfactory or whether additional evidence is required. Provide verbal and written feedback to the learner on their performance. Employability Skills Advice Assessors should consider the Employability Skills which are developed through the completion of the task. These are built into the task and not separated out. For example in completing the tasks in this sample, the learner may develop the following Employability Skills. The Assessor Observation Record Sheet includes a column where the assessor can comment on Employability Skills have been integrated. Communication seeking and responding to feedback and providing clarification of information using active listening to ascertain information sharing information, ideas, opinions with others critically evaluating information in oral presentations Problem solving selecting and using a range of strategies to critically understand and clarify information from an oral presentation Self management completing the activity within a specific time frame assessing and reviewing own performance Planning and organising researching and gathering information Version 1, Last updated 16 February 2010 Page 87

88 21937VIC Certificate IV in ESL (Employment/Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context planning, drafting and presenting an oral presentation Technology using a range of learning / communication technology to access information from a range of sources Version 1, Last updated 16 February 2010 Page 88

89 21937VIC Certificate IV in ESL (Employment/Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context Instructions for the Learner IC Certificate IV in ESL (Employment / Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context Task description: This unit of assessment requires you to demonstrate your listening and speaking skills for in an employment setting. Task Instructions: There are three parts for the assessment: 1. Listen to a complex oral text and respond to verbal questions You will choose an oral text to listen to and respond to oral questions to demonstrate a critical understanding of the text. You may receive a copy of the questions to guide you. You will be assessed on your: understanding of purpose and context of the text understanding of the content - ideas and supporting information, and language understanding of the style and structure of the oral text ability to give an opinion on the content of the text ability to detect inferred meanings 2. Give an oral report or presentation You will be required to research, prepare and present a formal presentation to the class on your chosen field of employment. You will be assessed on your ability to: research and plan a presentation appropriate to your purpose and intended audience present your information using appropriate conventions and support respond to feedback and requests for information from your audience Use the Self Assessment Checklist to help with your planning. 3. Provide feedback to others. () You are asked to provide feedback to other members of the class on their presentations using the Peer Review Feedback Form. (This will assist you in planning your questions) You will ask questions about the student s presentation You will be assessed on your ability to: understand main ideas and opinions presented State of Victoria, 2008 Produced with Training Package Implementation Project funding (Skills Victoria) Version 1, Last updated 16 February 2010 Page 89

90 21937VIC Certificate IV in ESL (Employment/Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context make constructive additions to discussions comment on the effectiveness of the presentation, gives an opinion on one or more aspects Timeframe and assessment date/s: (to be completed as appropriate by the assessor). State of Victoria, 2008 Produced with Training Package Implementation Project funding (Skills Victoria) Version 1, Last updated 16 February 2010 Page 90

91 21937VIC Certificate IV in ESL (Employment/Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context Listening to an Oral Text 21937VIC Certificate IV in ESL (Employment / Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context Task Instructions: Choose one of the texts to listen to While you are listening to the text, make notes that show the main points and supporting details of the text an outline of the presentation. You may need to listen to the text more than once. When you are ready, you will be asked the following questions by your assessor. Text A Work life balance update Radio National Broadcast 27 July 2009 Work life balance update Radio National Broadcast 27 July 2009 Program summary: More women are asking for more flexible working hours. And, for the first time, on record at least, country parents are juggling conflicting work and life demands as much as city parents. The annual Australian Work and Life Index, produced by the Centre for Work and Life at the University of South Australia, is out today. The Centre's Barbara Pocock outlines the major findings. Download the audio at: OR Text B 10 new employment standards Radio National Broadcast 17 June new employment standards Radio National Broadcast 17 June 2008 Program summary: The Prime Minister has announced the much anticipated national employment standards. The ten standards cover working hours, leave, redundancy and include the right to request flexible arrangements. Kevin Rudd promises they're fair and flexible and says they restore the safety net for workers. The ten new standards still have to go through the parliamentary process and will not come into force until January Download the audio at: A sample transcript is provided in Appendix 6. State of Victoria, 2008 Produced with Training Package Implementation Project funding (Skills Victoria) Version 1, Last updated 16 February 2010 Page 91

92 21937VIC Certificate IV in ESL (Employment/Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context Oral Questions for Listening Task These questions are designed to elicit detailed responses to meet the evidence requirements of the unit. Assessors will need to adjust questions to include prompts to allow students to provide adequate information and analysis VIC Certificate IV in ESL (Employment / Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context Student name:... Date of assessment:... Title of text: 1. Where would / did you hear this? 2. Who would be the intended audience for this audio presentation? Can you tell me two groups who would listen to this? 3. What is the purpose of the audio presentation? 4. Who are the speakers? Can you describe their speaking styles? Can you tell how the speakers feel about the subject they are discussing? 5. Discuss whether the style and register of the text are appropriate (or not) for the intended audience and purpose 6. What are the main ideas being discussed? State of Victoria, 2008 Produced with Training Package Implementation Project funding (Skills Victoria) Version 1, Last updated 16 February 2010 Page 92

93 21937VIC Certificate IV in ESL (Employment/Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context 7. What is / are the speakers opinion /s? How do you know this? 8. What evidence or examples are presented to support their opinion / s? 9. Do you think the speakers are honest / over emotional / informed / knowledgeable? Why? 10. Can you tell me why you think that? 11. Did you find the speakers communicated their opinion well? What aspects of the language did you find clear and what was not clear? 12. Is the information useful? What did you learn from the presentation that you did not know before? 13. Can you give your opinion on the topic. Suggest other ways of looking at the issue? 14. Ask student about language used in the presentation. Discuss specific language items to determine ability to detect such things as inferred meaning, irony, understatement. State of Victoria, 2008 Produced with Training Package Implementation Project funding (Skills Victoria) Version 1, Last updated 16 February 2010 Page 93

94 21937VIC Certificate IV in ESL (Employment/Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context State of Victoria, 2008 Produced with Training Package Implementation Project funding (Skills Victoria) Version 1, Last updated 16 February 2010 Page 94

95 21937VIC Certificate IV in ESL (Employment/Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context Presentation 21937VIC Certificate IV in ESL (Employment / Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context Task Instructions: Your task is to prepare and deliver a presentation of information on a topic specific to your intended profession, industry or workplace. Some example topics could be: a discussion of Occupational Health and Safety considerations employment trends and opportunities in the field current issues, e.g. government decisions / policy or news stories related to the field use of technology in the industry / workplace Your presentation will be assessed on: Structure Introduction, Body and Conclusion Effective use of notes, e.g. not looking down constantly Language features such as: - discourse features, - linking words and phrases, - appropriate expressions to introduce opinions, facts, suggestions, ideas, alternatives supporting documentation evidence of research into the topic is required. Presentation of research items, e.g. quotes, statistics, graphs, or diagrams, audiovisual elements, e.g. news items recorded from TV. Visual supports Effective use of body language (eye contact, posture) Voice (pronunciation, stress and intonation, volume, speed) Timing pace Handling of questions ability to interpret and respond, e.g. provide counter argument, Self assessment You will be required to prepare either a handout or a PowerPoint presentation. You will need to be prepared to answer questions from the audience. These will be questions to clarify a point you have made, or request further information. Time: mins. State of Victoria, 2008 Produced with Training Package Implementation Project funding (Skills Victoria) Version 1, Last updated 16 February 2010 Page 95

96 21937VIC Certificate IV in ESL (Employment/Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context Presentation Self Assessment Checklist 21937VIC Certificate IV in ESL (Employment/Professional) Student Name: Date: Instructions: Read through the following questions and place a tick in the box when you have completed each step. You will discuss each question with your teacher. What do I need to do? Presentation Topic:. Have I? Chosen a topic appropriate to my audience Researched my topic thoroughly Summarised my research into my own words Structured my presentation with a clear introduction, body and conclusion Proofread and edited the content with the support of the teacher Clarified and practised pronunciation of new and difficult vocabulary Checked the timing of my presentation Organised appropriate support materials (e.g. PowerPoint presentation, handouts) Used feedback to improve delivery where approriate Confirmed the date of my presentation State of Victoria, 2008 Produced with Training Package Implementation Project funding (Skills Victoria) Version 1, Last updated 16 February 2010 Page 96

97 21937VIC Certificate IV in ESL (Employment/Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context Peer Feedback Sheet 21937VIC Certificate IV in ESL (Employment/Professional) Unit: VPAU518 Present and listen to complex oral presentations in an employment or professional context Instructions Keep a record of what you notice about the presentation made by another member of your group and your opinion of the information and ideas presented. Use this planning sheet to make questions which you will ask your fellow student. Student name: Assessment Guidelines Structure: Date: Feedback/Improvements required Introduction Body Development Conclusion Language features such as: discourse features, linking words and phrases, appropriate expressions to introduce opinions, facts, suggestions, ideas, alternatives State of Victoria, 2008 Produced with Training Package Implementation Project funding (Skills Victoria) Version 1, Last updated 16 February 2010 Page 97

98 21937VIC Certificate IV in ESL (Employment/Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context Assessment Guidelines Feedback/Improvements required Supporting documentation Notes PowerPoint Effective use of notes Visual supports, e.g. PowerPoint presentation, Demonstration Effective use of body language (e.g. eye contact) Pronunciation Intonation Volume Speed Timing Handling of questions Other Comments: Questions: State of Victoria, 2008 Produced with Training Package Implementation Project funding (Skills Victoria) Version 1, Last updated 16 February 2010 Page 98

99 21937VIC Certificate IV in ESL (Employment/Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context Assessor Feedback Sheet 21937VIC Certificate IV in ESL (Employment/Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context Use this sheet to keep a record of evidence from each learner s presentation. Student name: Date: Assessment Guidelines Evidence Feedback/Improvements required Structure: Introduction Body Development Conclusion Language features such as: discourse features, linking words and phrases, appropriate expressions to introduce opinions, facts, suggestions, ideas, alternatives Supporting documentation Notes PowerPoint State of Victoria, 2008 Produced with Training Package Implementation Project funding (Skills Victoria) Version 1, Last updated 16 February 2010 Page 99

100 21937VIC Certificate IV in ESL (Employment/Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context Assessment Guidelines Evidence Feedback/Improvements required Effective use of notes Visual supports, e.g. PowerPoint presentation, Demonstration Effective use of body language (e.g. eye contact) Voice / Delivery Pronunciation Intonation Volume Speed Timing Handling of questions Written Feedback (include note of verbal feedback given) Competent Additional evidence required State of Victoria, 2008 Produced with Training Package Implementation Project funding (Skills Victoria) Version 1, Last updated 16 February 2010 Page 100

101 21937VIC Certificate IV in ESL (Employment/Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context Recommendations for future training and assessment: Assessor/Teacher name: Assessor signature: State of Victoria, 2008 Produced with Training Package Implementation Project funding (Skills Victoria) Version 1, Last updated 16 February 2010 Page 101

102 21937VIC Certificate IV in ESL (Employment/Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context Guidelines for the Assessor Record of Evidence 21937VIC Certificate IV in ESL (Employment / Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context Student name:... Date of assessment:... Use this to record evidence towards successful completion of the unit. Make a note of Employability Skills developed during the activities. Task Evidence required Evidence Satisfactory / Additional evidence required Analyse oral presentation responding to oral questions selects oral presentation to be analysed identifies purpose and context identifies tone, register and style of presentation and can recall examples of language which indicate this (e.g. colloquial language, non standard varieties of English) You may attach a copy of the questions with your notes on the interview identifies main ideas and supporting information comments on the effectiveness of the presentation, e.g. conventions used to express opinions and ideas and gives an opinion on one or more aspects identifies inferred meaning, irony, nuance and idioms makes constructive additions to discussions uses knowledge of conventions of presentations State of Victoria, 2008 Produced with Training Package Implementation Project funding (Skills Victoria) Version 1, Last updated 16 February 2010 Page 102

103 21937VIC Certificate IV in ESL (Employment/Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context Task Evidence required Evidence Satisfactory / Additional evidence required Give an oral report or presentation in an employment or professional context Participation in verbal discussion following student oral presentations explains the intention and purpose of the presentation plans and drafts presentation uses language appropriate to genre and audience links ideas and signals transitions using appropriate discourse markers uses intelligible pronunciation, and stress and intonation patterns uses supports appropriately responds to questions and requests for clarification and more information uses strategies to confirm, clarify or repair understanding makes constructive additions to discussions draws on feedback from others to evaluate own purpose. shows understanding of main ideas and opinions presented makes constructive additions to discussions comments on the effectiveness of the presentation, gives an opinion on one or more aspects State of Victoria, 2008 Produced with Training Package Implementation Project funding (Skills Victoria) Version 1, Last updated 16 February 2010 Page 103

104 21937VIC Certificate IV in ESL (Employment/Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context Feedback (make a note of verbal feedback given) Competent Additional evidence required Learner has been advised of the outcome Recommendations for future training and assessment: Assessor/Teacher name: Assessor signature: State of Victoria, 2008 Produced with Training Package Implementation Project funding (Skills Victoria) Version 1, Last updated 16 February 2010 Page 104

105 21937VIC Certificate IV in ESL (Employment/Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context Competency Mapping Unit to be assessed: VPAU518 Present and listen to complex oral presentations in an employment or professional context Step Component of Task Elements/Perfo rmance Criteria Component of unit of Competency Required Skills and Knowledge Range Statements Evidence Guide 1 Listening to an oral text Element 1 (PC 1.1, 1.2, 1.3, 1.4, 1.5) understand simple, compound and complex sentences and a wide range of verb tenses and grammatical structures Sample text: Radio program Written and/or oral questioning identify and understand a wide range of discourse markers detect attitude, mood, intentions and inferred meaning distinguish fact and opinion, irony, understatement and exaggeration as appropriate understand a range of English varieties 2 Giving an oral report or presentation Element 2 (PC 2.1, 2.2, 2.3, 2.4, ) present ideas and opinions on issues related to employment use vocabulary, grammatical structures and discourse markers appropriate to the topic and style of presentation chosen use intelligible pronunciation, stress Conventions of presentations followed Supports required: 7. PowerPoint 8. handouts Documented observation Self-assessment Feedback from peers State of Victoria, 2008 Produced with Training Package Implementation Project funding (Skills Victoria) Version 1, Last updated 16 February 2010 Page 105

106 21937VIC Certificate IV in ESL (Employment/Professional) VPAU518 Present and listen to complex oral presentations in an employment or professional context and intonation patterns makes constructive additions to discussions 3 Providing feedback to others Element 1 (PC 1.4) makes constructive additions to discussions understands vocabulary specific to topic, chosen field of knowledge or particular context Peer review understands a range of Englsih varieties distinguishes fact and opinion, irony, understatement, exaggeration in oral texts State of Victoria, 2008 Produced with Training Package Implementation Project funding (Skills Victoria) Version 1, Last updated 16 February 2010 Page 106

107 Appendix 1 Appendix 1 Structure of a unit The key components of a unit are described in the table below. Component Unit Code Unit Title Unit Descriptor Employability Skills Application of Unit Elements Performance Criteria Required Skills and Knowledge Description The unit code is an alpha numeric identifier based on a national or state coding system. In a Victorian code the first letter indicates that it is Victorian, subsequent letters identify whether it is a unit or module. The unit title identifies the skill area the learner will need to demonstrate. The unit descriptor gives a synopsis of the content and purpose of the unit and guidance to ISLPR and ACSF levels. Employability skills are now embedded within the curriculum. These are generic skills required to gain and maintain employment. The skills relate to: communication, team work, problem-solving, initiative, enterprise, planning and organising, self-management, learning and technology. Each qualification has an Employability Skills summary. A good starting point is to look at the qualification summary which is included in Section B in the Course Information section. The application of the unit describes what language skills the unit will develop and how they are applied to specific contexts and situations. Elements describe actions or outcomes that are demonstrable and assessable. Performance Criteria indicate the level of performance required for achievement. Required Skills and Knowledge describes what is required for successful completion of the unit. There is a comprehensive outline of expectations included with each language unit including: (a) Linguistic Knowledge & Skills State of Victoria, 2008 Produced with Training Package Implementation Project funding (Skills Victoria) Version 1, Last updated 16 February 2010 Page 107

108 Appendix 1 Component Description (b) Sociolinguistic & Cultural Knowledge & Skills (c) Pragmatic Knowledge & Skills (d) Numeracy Knowledge & Skills Range Statement Evidence Guide The Range Statement lists examples and clarifies bold and italicised terms from the Performance Criteria. E.g. features of discourse structure may include dot points, numbered texts, sequence markers, conditionals. The Evidence Guide outlines requirements for assessment through: (a) Critical aspects for assessment & evidence required to demonstrate competency (b) Context of & specific resources for assessment this provides conditions of assessment and available support under which assessment must be conducted (c) Method of assessment this provides advice on suitable assessment (d) Guidance information for assessment how evidence should be collected to show that the learner can demonstrate competence To plan for and conduct valid assessments you will need to address all aspects of a unit s Evidence Guide. State of Victoria, 2008 Produced with Training Package Implementation Project funding (Skills Victoria) Version 1, Last updated 16 February 2010 Page 108

109 Appendix 2 Appendix 2 Checklist Developing Assessment Tools This checklist can be used to consider each stage of assessment tool development. Assessment tool components Learner task and instructions Considerations Questions to include: What is being assessed? What do you need to do? How will you be assessed? You will be assessed on the following: Tick: Teacher instructions Assessment task Assessor Guidelines Describe what the teacher/ assessor needs to do to set up the assessment. This may include: Planning sheets Questions Peer assessment Points to consider: Have I considered a variety of assessment methods? Have I ensured that the assessment task doesn t introduce anything new? Have I chosen an appropriate text or scenario? Is the task relevant to the students? Does the activity allow the students to demonstrate the required skills and knowledge outlines in the unit? Does the content allow the collection of evidence required? Is it clear how to make a judgement? Performance Criteria Required Skills and Knowledge State of Victoria, 2008 Produced with Training Package Implementation Project funding (Skills Victoria) Version 1, Last updated 16 February 2010 Page 109

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111 Appendix 3 Appendix 3 Assessment Tool Validation Checklist Qualification: Unit / s: Review the assessment tools against the following: Yes No Comment: Does the assessment address the Elements and Performance Criteria? Does the assessment obtain evidence to meet requirements of the Evidence Guide? Does the assessment allow the learner to demonstrate the Required Skills and Knowledge of the unit? Is it clear which Elements and Performance Criteria are being assessed? If a task does not cover all Elements / Performance Criteria, it needs to indicate which elements and Performance Criteria are not being covered. Is the assessment designed to produce valid evidence? (Is it asking for more than is required? Can every aspect of the task be related back to the unit?) Does the assessment task produce sufficient evidence? Can evidence be gathered over time? Can the evidence be authenticated? (e.g. group assessment) Does the assessment comply with the principles of fairness? Is there enough guidance for the assessor on making a judgement? Are the assessment instructions and conditions clear and accessible to the leaner? Is the level of support required provided? Is the material used in the assessment culturally appropriate? Are all sign off requirements included Unit /s details Date and signatures Date: State of Victoria, 2008 Produced with Training Package Implementation Project funding (Skills Victoria) Version 1, Last updated 16 February 2010 Page 111

112 Appendix 4 Appendix 4 Assessment Tool Competency Mapping This tool is to be completed by the assessor to demonstrate the content validity of his/her assessment tool. This should be attached to the assessment tool for validation purposes. Note that multiple copies may be needed for each task within an assessment tool. Step Component of Task Elements/Performance Criteria 1. Component of unit(s) of Competency Required Skills and Knowledge Range Statements Evidence Guide Source: National Quality Council Guide for Developing Assessment Tools 2009 Commonwealth of Australia State of Victoria, 2008 Produced with Training Package Implementation Project funding (Skills Victoria) Version 1, Last updated 16 February 2010 Page 112

113 Appendix 5 Appendix 5 Comparison of cluster units for Example 3: 21945VIC Certificate II in ESL-Employment The following table outlines Elements and Performance Criteria from both units which have common characteristics and can be blended. These focus on active and positive conversation and communication skills. Assorted font colours have been used to identify cohesive aspects across the units. A strikethrough in this table denotes that the Element or Performance Criteria is not applicable to the ESL unit. VPAU 511 Speak and listen to simple texts for employment 1. Participate in a simple casual conversation in a workplace context 1.1. Use common opening and closing expressions 1.2. Use simple questions to maintain conversations 1.3. Use turn-taking to maintain conversation 2. Participate in a simple formal conversation with one or more people 2.1. Use polite expressions to open and close conversation SIRXCOM001A Communicate in the workplace 1 Establish contact with customers 1.1.Maintain a welcoming customer environment Greet customer warmly according to store policy and procedures. 1.3.Create effective service environment through verbal and non-verbal interaction according to store policy and procedures. 1.4.Use questioning and active listening to determine customer needs. 1.5.Demonstrate confidentiality and tact. 2 Process information 2.1. Answer telephone according to store procedures. 2.2.Use questioning and active listening Comments VPAU511 Performance Criteria 1.1 and SIRXCOM1A Performance Criteria 1.2 both cover greetings VPAU511 Performance Criteria 1.2 & 1.3 and SIRXCOM1A Performance Criteria 1.4 & 2.2 both focus on active listening and maintaining conversations. VPAU511 Performance Criteria 2.1 focuses on politeness techniques in conversation and links well with SIRXCOM1A Performance Criteria 1.1, 1.3, 1.5, 3.1, 3.2, 4.1,& 4.7. VPAU511 Performance Criteria 2.2 & 2.3 focuses on questions and requests and works well with SIRXCOM1A Performance State of Victoria, 2008 Produced with Training Package Implementation Criteria 3.3 & 4.6. Project funding (Skills Victoria) Version 1, Last updated 16 February 2010 Page 113

114 Appendix Ask simple questions 2.3. Make simple requests to identify caller and accurately establish and confirm requirements. 2.3.Use telephone system functions according to instructions Respond to simple questions for information 3. Follow simple spoken instructions or directions in a workplace context 3.1. Identify the purpose of the instructions or directions 3.2. Identify discourse markers used to signal steps or movements 3.3. Match instructions or direction to visual or diagrammatic supports as appropriate 3.4. Ask questions to clarify meaning 4. Give simple spoken instructions or directions in a workplace context 4.1. Explain the purpose of the 2.4.Record and promptly pass on messages or information Inform customer of any problems and relevant action being taken. 2.6.Perform follow-up action as necessary. 3 Communicate with customers and colleagues from diverse backgrounds 3.1.Value and treat with respect and sensitivity customers and colleagues from different cultural groups. 3.2.Consider cultural differences in all verbal and non-verbal communication. 3.3.Use gestures or simple words to communicate where language barriers exist. 3.4.Obtain assistance from colleagues or supervisors when required. VPAU511 Performance Criteria 2.4 focuses on responding to questions this works well with SIRXCOM1A Performance Criteria 2.4, 2.5, 2.6. VPAU511 Performance Criteria 3.1, 3.2, 3.3, 4.1, 4.2 & 4.3 focus on giving and following instructions and directions and work well with SIRXCOM1A Performance Criteria 2.3, 4.2, 4.4, 4.5 & 4.8. VPAU511 Performance Criteria 3.4 & 4.4 focuses on questioning for meaning and responding to requests, blending well with SIRXCOM1A Performance Criteria 3.4 & 4.3. State of Victoria, 2008 Produced with Training Package Implementation Project funding (Skills Victoria) Version 1, Last updated 16 February 2010 Page 114

115 Appendix 5 instructions or directions 4.2. Give one or two step instructions, using discourse markers 4.3. Use supports as required 4.4. Respond to requests for clarification 4 Work in a team 4.1.Demonstrate a courteous and helpful manner at all times. 4.2.Complete allocated tasks willingly according to set timeframes. 4.3.Actively seek or provide assistance by approaching other team members when difficulties arise. 4.4.Identify lines of communication with supervisors and peers according to store policy. 4.5.Encourage, acknowledge and act upon constructive feedback provided by other team members Use questioning to minimise misunderstandings. 4.7.Identify and avoid signs of potential workplace conflict wherever possible. 4.8.Demonstrate participation in team problem solving. 5 Read and interpret retail documents 5.1.List and describe a range of retail documents. 5.2.Read and interpret information from a range of retail documents. SIRXCOM1A Element 5 does not apply to the ESL unit. State of Victoria, 2008 Produced with Training Package Implementation Project funding (Skills Victoria) Version 1, Last updated 16 February 2010 Page 115

116 Appendix 6 Appendix 6 Sample Text (audio transcript) Work life balance update Life Matters, Radio National Broadcast 27 July 2009 Richard Aedy: You don t hear so much discussion about the trials of the working parent these days, just par for the course; even the goal of work-life balance, whether you re a parent or not, seems to have taken a back seat, because, well, survival is more relevant at the moment. But in these tougher economic times, how are we going? Well, women are feeling more rushed and pressed for time than men are, a lot of working women want more flexible working hours, and for the first time country parents are juggling the demands as much as those in the city. The Annual Australian Work and Life Index, produced by the Centre for Work and Life at the University of South Australia, is out today. Barbara Pocock is the centre s Director and co-author of the report and she joins me now. Welcome back to Life Matters, Barbara. Barbara Pocock: Good morning, Richard. Richard Aedy: Is there any obvious effect from the downturn in the economy? Barbara Pocock: Well, we find a small reduction in average working hours of 1 hour, so we re back to about 37 hours a week on average, umm, but we don t find that gives any relief on the work life interference that we measure, and in fact when we look underneath that average we find things have got measurably and significantly worse for full-time women, and part-time women aren t far behind them. So I think we may be picking up, umm, some nervousness amongst women, where they re hanging onto their job, not stepping back from the hours that are being asked of them, working hours perhaps longer than they want, and that s showing up in quite a significant increase in the interference they feel from work onto the rest of their life. (this is the first 2 minutes of the transcript) References National Quality Council 2009 Guide for Developing Assessment tools data/assets/pdf_file/0011/51023/validation_and_m oderation_-_guide_for_developing_assessment_tools.pdf National Quality Council 2009 Implementation Guide: Validation and Moderation data/assets/pdf_file/0012/51024/validation_and_m oderation_-_implementation_guide.pdf State of Victoria, 2008 Produced with Training Package Implementation Project funding (Skills Victoria) Version 1, Last updated 16 February 2010 Page 116